“Excellent results” of teaching
listening at a Saudi University: Appearance and reality
Syed Md Golam Faruk
King Khalid University, Saudi Arabia
Mohammad Reazur Rahman
King Khalid University, Saudi Arabia
Abstract
The paper investigates the difference
between the appearance and reality of “excellent results” that 49 university
students obtained in their listening course which was designed to deal with the
lowest learning domain of Revised Bloom’s Taxonomy (RBT)—“remember” (Anderson
et al., 2001). The subjects of this study were the students from the department
of Engineering who were studying English at their foundation course in King
Khalid University, Saudi Arabia. The mean scores of the regular test based on
“remember” given at the end of the semester were compared with those of another
similar test based on “remember” and “understand” of RBT (Anderson et al.,
2001) given after three weeks of the regular test. The statistical analysis of
the results shows that the students’ memorization of some words and phrases
help them identify the same words and phrases in new context but it does not
help them answer “understand” questions. The students who did excellent in “remember”
questions did miserably bad in “understand” questions. The paper finds that the only reason the
students can perform well on their final exams is that the listening texts they
listen to are the carbon copies of what they listened and read (transcripts)
throughout the semester—the students are simply being asked to apply well rehearsed
schemata for specific kinds of task. The paper also finds that this achievement
is practically meaningless because it does not develop the students’
understanding and higher level cognitive skills like “apply”, “analyze”, “evaluate”,
and “create” (Anderson et al., 2001).
Keywords: Saudi
Arabia, listening, listening test, Bloom's taxonomy
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