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All Journal Ksatra: Jurnal Kajian Bahasa dan Sastra Journal for Lesson and Learning Studies Journal of Research in Instructional Lantern: Journal of Language and Literature Journal of English Education Forum (JEEF)
Yulius Yosef Kasimo
University Of Flores
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Journal of Research in Instructional

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Input hypotheses for developing EFL/ESL learners’ listening comprehension skills Kasimo, Yulius Yosef; Ota, Maria Kristina; Kara, Yuliana M. D’Karmel
Journal of Research in Instructional Vol. 4 No. 2 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i2.436

Abstract

The objective of this study is to examine the significance of the input hypothesis in enhancing the listening comprehension abilities of EFL/ESL learners. The methodology employed in this study is a critical literature review. This entailed a comprehensive search for relevant articles and other sources, a meticulous reading of the material, the categorization of data, a thorough analysis, and the synthesis of findings. The findings of this study indicate that the input hypothesis plays an essential role in developing ESL/EFL learners' listening comprehension abilities through the acquisition of comprehensible inputs. The activation of linguistic background knowledge enables EFL/ESL learners to develop pronunciation skills, understanding of grammatical accuracy, lexical resources, and meaning. Optimizing the inputs of the listening strategy (cognitive, metacognitive, socio-affective) assists EFL/ESL learners in activating their memory about listening materials. This is achieved through making inferences, elaborations, summaries, translations, observations, assessments, and becoming involved in the community. Inputs from media, audio (visual), and practices can develop EFL/ESL learners' cognition, motivation, stimulating perception, activating prior knowledge. In conclusion, the components of the comprehensible inputs must be integrated and developed in a coordinated manner during the teaching and learning process of listening skills.
Co-Authors Anu, Theresia Irmina Awe, Ermelinda Yosefa Gratiana Sama Kara, Yuliana M. D’Karmel Maria Desidaria Noge Maria Kristina Ota Marianus Woda Liru Mogi, Maria A