UNIVERSIDAD CENTRAL DEL ECUADOR

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

– INGLÉS

PROYECTO INTEGRADOR DE SABERES (PIS)

FLIPPED CLASSROOM TO IMPROVE LISTENING SKILLS OF THE ENGLISH

LANGUAJE

STUDENTS:

BÁEZ VARGAS FERNANDA JAZMÍN

BUSTAMANTE DIAS ANALY STEPHANNIE

CAIZA MARTHA VERONICA

CALVA JURADA ERIKA SUSANA

COSTA ESPINOSA EVELYN THALIA

DIAZ ORTIZ CARLOS

MORENO TERAN HERMAN ALEXIS

SACON ZAMBRANO BRYAN MIGUEL

SOLANO REVELO BRYAN ALEXANDER

PROFESSOR: MSC. RENE RAMOS

2022-2022

QUITO-ECUADOR
 Resumen

El siguiente proyecto de investigación bibliográfica está orientado a presentar una revisión

del estado del arte relacionada a la influencia del método de aula invertida en la comprensión

auditiva en el idioma inglés. Para este proyecto de investigación fueron presentados 20 trabajos

resumidos de los últimos 20 años de los cuales se realizó un análisis y síntesis de la información

esencial relacionada con el tema de investigación.

Este método demuestra brindar mejores oportunidades para que los estudiantes maximicen

su aprendizaje en el aula de EFL / ESL, especialmente en lo que respecta al desarrollo de la

habilidad auditiva lo que fomenta sus habilidades de pensamiento crítico, el desarrollo de la

conciencia fonológica lo que les permite reconocer y utilizar los sonidos del Idioma Inglés de

una manera adecuada, lo que también les ayuda a los estudiantes a aumentar su confianza en sí

mismos al momento de mejorar su pronunciación a través del escucha y la práctica y un efecto

positivo en la capacidad de comunicación oral en inglés.

Además, el desarrollo de la comprensión auditiva es fundamental no solo para que los

alumnos eduquen su oído y mejoren su habilidad de escucha, sino también para que estén

inmersos en el contexto natural del idioma y por ende la comunicación oral en su entorno.

Finalmente, los hallazgos de los artículos revisados indican una influencia positiva de la

implementación del método de aula invertida y el uso de herramientas tecnológicas en

estudiantes de EFL / ESL.

PALABRAS CLAVE: APRENDIZAJE COOPERATIVO, AULA INVERTIDA,

INSTRUCCIÓN INVERTIDA, COMPRENSIÓN AUDITIVA, TECNOLOGÍA
 Abstract

The following bibliographic research project is oriented to present a review of the state-of-

the-art related to the influence of the flipped classroom method on listening comprehension in

the English language. For this research project, 20 summarized works from the last 20 years

were presented, from which an analysis and synthesis of the essential information related to

the research topic was made.

This method demonstrates to provide better opportunities for students to maximize their

learning in the EFL/ESL classroom, especially with regard to the development of listening

skills which fosters their Higher-Order Thinking Skills (HOTS), the development of

phonological awareness which enables them to recognize and use the sounds of the English

Language in an appropriate manner, which also helps students to increase their self-confidence

in improving their pronunciation through listening and practice and a positive effect on English

oral communication skills.

In addition, the development of listening comprehension is essential not only for students to

educate their hearing and improve their listening skills, but also for them to be immersed in the

natural context of language and thus oral communication in their environment. Finally, the

findings of the articles reviewed indicate a positive influence of the implementation of the

flipped classroom method and the use of technological tools on EFL/ESL learners.

KEYWORDS: COOPERATIVE LEARNING, FLIPPED CLASSROOM, FLIPPED

INSTRUCTION, LISTENING COMPREHENSION, TECHNOLOGY.
 Introduction

A systematic review of current published literature was carried out to the conduction of

analysis concerning collected references over the importance to apply the Flipped Classroom

Method to improve the English language skills but more specifically, the listening skills.

The flipped classroom method turns the tables on conventional teaching-learning methods

by allowing online work instructions from outside the class and moving some assignments

within. The teacher in this method acts as a facilitator while the students complete their

assignments learning by themselves. The flipped classroom method gives students the chance

to review and re-read content, which is typically presented as video recordings and readings

with directed questions and/or tasks, before class at their own pace. The content is typically

presented as readings with questions and/or tasks that are directed. Lesson time can be used for

activities that allow students to clarify, validate, and consolidate their learning rather than

giving them input (content).

The goal of flipping a classroom is to shift the emphasis from the teacher to the student.

Flipping aims to minimize direct instruction in big groups and cater to the unique requirements

of each learner. Regarding Ecuadorian education, flipped classrooms have been more popular

after COVID-19; this method goes beyond normal instruction and promotes interaction using

dynamic learning strategies increasing motivation and making a remarkable level of

understanding (Yang, Liu & Todd, 2019). The use of the flipped classroom model to teach EFL

students in Ecuador will provide them more time for independent practice, make them feel

more comfortable speaking out in class, and possibly even help them succeed with new

vocabulary at higher levels.

Flipped Classroom could be an alternative to the common expository class because it allows

students to work with new technologies as they do in their daily lives, handling information

and turning it into knowledge. Thus, students avoid being just mere passive receivers of a single
source of information as in the expository methodology (Bergman y Sams, 2012). The flipped

learning method responds to those institutions, teachers or companies concerned about the

training of their students and the way in which and what they learn. The application of this

method is important because it fosters the autonomy of students since they become responsible

for their teaching-learning process and the construction of knowledge.

The main purpose of this study is to present an updated review of the state of the art related

to the influence of the Flipped Classroom Method (Independent Variable) on listening

comprehension (Dependent Variable) in the English language, and the correlation between

them. The findings from the reviewed papers indicate a positive influence of the

implementation of the Flipped Classroom Method on EFL/ESL students; though, the

correlation between them is not very clear due to a lack of deeper research on this subject.
 Research questions:

Main question

 What is the role of the Flipped classroom in developing listening skills?

Sub Questions

 What are the principal pillars of Flipped Classroom?

 What are the advantages of Flipped classroom?

 Which types of listening sub-skills could be improved by using Flipped Classroom?

 Data collection methodology

This part of the project consisted of a systematic review of the literature found in different

databases. The first step carried out was seeking relevant scientific data to compile the most

relevant information about the Flipped classroom. Therefore, academic browsers such as ERIC,

Google Scholar, Research Gate, Ref seek, JURN, Academia.edu, Flipped Learning Network,

SLE Journal, E-Journal, and university repositories were used.

The next criterion applied was to search for specific information directly related to the main

topic of the project. This was done by typing specific keywords to find relevant information

such as flipped classroom to improve listening skills, flipped classroom to enhance listening

skills, inverted classroom, flipped instruction, listening skills, and input skills were used to

search on the mentioned digital databases. This word filtering criterion was applied to find

appropriate and accurate information for the project.

The information presented in this research was filtered in different ways; one of them was

through the reading of books, articles, scientific papers, and journals over the last 20 years. The

study of those books and papers was obtained from repositories of different national and

international universities by using the mentioned keywords. The information was also filtered

by typing a specific word on ‘the box of books and year of publishing”. Finally, some more

specific information was provided thanks to taking an online course “MOOC: FLIPPED

CLASSROOM, UNA EXPERIENCIA PEDAGÓGICA INNOVADORA”.

The information was also obtained by consulting different web pages such as Scielo, ERIC

and others. So, some information was obtained thanks to the experience acquired by each of us

as university students. In addition, it is important to recognize the characteristics and previous

aspects of our project, this project is descriptive since one of the reasons and objective of the

project is to complement information about our topic `` FLIPPED CLASSROOM TO

IMPROVE LISTENING SKILLS OF THE ENGLISH LANGUAJE``.

 The qualitative approach was used in this research because previous studies such as

academic works were taken into consideration. In addition, this study is descriptive and

bibliographic - documentary; because of this, the information shown and presented here was

selected, organized, interpreted and analyzed according to the object of study from

documentary sources. Finally, the criteria used to analyze the different empirical studies in

which the objectives were the analysis of articles or documents on Flipped classroom to

improve the listening skills of the English language applied in the classroom.
 Outline

Appendix

Topic: Flipped Classroom to improve listening skills

Research questions

Main question

What is the role of the Flipped classroom in developing listening skills?

Sub Questions

What are the principal pillars of Flipped Classroom?

What are the advantages of Flipped classroom?

Which types of listening sub-skills could be improved by using Flipped Classroom?

Data collection methodology

 ERIC
 Google Scholar
 Research Gate
 Refseek
 JURN
 Academia.edu
 Flipped Learning Network
 SLE Journal
 E-Journal
 University repositories

Keywords

COOPERATIVE LEARNING, FLIPPED CLASSROOM, FLIPPED INSTRUCTION,

LISTENING COMPREHENSION, TECHNOLOGY.

Flipped Classroom

 Characteristics
 Benefits
  Advantages
 Pillars

Listening Skill

 Stages of listening skill

 Listening sub skills
 Types of Listening
 Listening activities for Flipped classroom

Literature review

 Innovative Teaching Methods to Learn English as a Second Language

 Flipped Classroom
 Implementation of TICs in the flipped classroom
 Characteristics
 Learning peace
 Critical thinking
 Autonomous learning
 Active learning
 Benefits of flipped classroom:
 Improve school performance
 Increase organization
 Better time management
 More opportunities for teamwork
 Improve interaction
 Advantages of flipped classroom:
 Increase student engagement
 Learn at their own pace
 More personalized attention
 Encourage critical thinking
 Improve the classroom environment
 Flipped learning fundamental pillars:
 Flexible environment
 Learning culture
 Intentional content
 Professional educator
 Listening Skill
 Stages of listening skill
 Pre-listening
 While- listening
 Post listening
 Listening sub skills
 Listening for specific information
 Listening for gist
 Listening for detail
 Types of Listening
 Intensive
 Responsive
 Selective
 Extensive
 Listening activities for Flipped classroom
 Synthesis Matrix

Sources #1 #2 #3 #4 #5 #6

Ehsan
Miguel Román & Khoiriyah. Uranus Yousufi Samah Zakareya Namaziandost, Leila
AUTHOR Laura Kathleen
Magali Arévalo Ahmad Neisi & Shahrzad
Momtaz

The Flipped The Effectiveness of

El Aula Invertida Flipping the Classroom Model to Flipped Classroom
“Flipped para el Desarrollo classroom to An Integrative Develop Egyptian Model on Listening
classroom and de la Comprensión enhance EFL Review of Flipped EFL Students’ Comprehension
TITLE Lectora y de la students’ listening Classroom Model Among Iranian
the Listening
skill Listening Upper-intermediate
skill” Producción Oral en Comprehension EFL Learners
el Idioma Inglés

YEAR 2022 2021 2021 2020 2019 2016

Flipped Flipped Classroom: Learners with a This study implies how Flipped Classroom:
Classroom: strong effective the direct
instruction of lexical and Flipped Classroom:
comprehension of grammatical knowledge
The Flipped The flipped classroom
listening skills is can be because students
CONCEP Two high school Classroom Method paradigm appears to
more able to can work on their own The flipped classroom
TS instructors, Jon is a pedagogical be supported by
participate pace and watch the is a teaching method
Bergmann and approach where videos.Learners have several theoretical
effectively in that provides teaching
Aaron Sams, direct instruction more chances to attain pillars.
material by
made the decision moves from the
 to alter the way group learning space class. It is comprehensible input, electronic means to The mixed learning
they conducted to the individual necessary to obtain which is the basis for learners at home and strategy is the first of
their lessons. learning space, and comprehensible second or foreign utilizes class time for these pillars
the resulting group input as needed to language speaking practical application (Abeysekera &
As a result, they without spending time in
space is transformed improve the assignments or Dawson, 2015).
established the classroom
into a dynamic, homework (Arnold-
themselves as the language learning Flipping is in line with
interactive learning (p. 94) Garza, 2014).
forerunners of the process. the idea that blended
environment
"flipped learning allows
according to a (p. 21)
classroom." students to select the
definition provided
location where they
2018 (Barruecos) by Sota in an article
receive content as well
about blended
as gives them control
learning in 2017. Listening
over the pace at which
Comprehension
(p.1) they receive the online
Bergmann and elements (Hill, 2012).
Sams, according Flipped instruction The process of
to Campion Listening enhances the comprehending
(2021), observed Comprehension students' listening
speech is known as
that students comprehension
listening, and it Listening
frequently missed skills. Further,
focuses on the Comprehension
some classes for “English learners most of the
function of linguistic
specific reasons whose native students provoked
components such
(illness, for language is written positive feedback
phonemes, words, and
example). with the Roman on their experience
grammatical structures
alphabet can have of having flipped Listening
They encouraged as well as the function
difficulty classroom (p. 30) comprehension is
video production of the listener's
operationally defined
and dissemination with phonological expectations, the
as the process of
in an effort to processing in situation and context,
understanding,
assist these English and need to prior knowledge, and
 pupils, but they be taught to decode, the subject (Gilakjani interpreting, and
soon recognized to match letters and & Ahmadi, 2011). evaluating the spoken
that the same language as
sounds” as
model also manifested in EFL
mentioned by Burt et
enables the students’ ability to: 1)
al. (2003, p. 26).
teacher to recognize the main
concentrate more idea, 2) guess the
on the unique Technology meaning of unfamiliar
learning words from context,
requirements of Technology 3) identify the type of
each student. The remarkable entry speech.
of technology
Scholars are becomes one of the
Listening interested in the most preferable
Comprehension technology-based alternatives in
Technology
teaching strategy language teaching and
known as the learning. The
Samah (2016) "flipped classroom." outstanding
These students,
mentions that development of
Aiming to transmit according to Vaughan
listening is an technology is going to
knowledge outside (2014), frequently
important life be very beneficial for
of the classroom and have quick and easy
skill. It is also listening activity.
have teachers and access to information
important for
students spend class and favor learning
obtaining
time on linguistic situations that are
comprehensible
production, this new interactive and
input that is
approach offers collaborative.
necessary for
language learners a
language
personalized,
development.
student-centered
 learning Therefore, as Pierce
environment. (2013) notes,
Lin (2002) argues
traditional ideas of
that learners with
teaching and learning
good listening
are being challenged
comprehension
by improvements in
abilities are more
cognitive science, the
capable of
expansion of online
participating
information, and
efficiently in
technological
class. It is
advancements.
important to
remember that
talking about the
communication,
the listening skill
is part of the
receptive skills as
well as reading.

Technology

According to
Ayob et al.
(2020), the
blended learning
technique is
 strengthened by
the use of online
tools and
technological
components such
chat rooms,
forums,
conversations,
podcasts, and
self-assessment
tools.
In addition to
utilizing new
technology, this
style of education
also uses new
communication
techniques and
pedagogical
models, such as
the use of
multimedia
resources, online,
and flipped
classrooms.
 Flipped- Blended learning, Listening skills, Blended learning,
classroom
Flipped learning
Egyptian EFL students
Cooperative learning Students’ listening Flipped-classroom
Listening skills, concept
Comprehension Listening performance
Flipped classroom
Flipped
model
Students’
Classroom
Listening perspective Technology
Performance
Listening
KEYWO Flipped instruction comprehension
RDS
Technology
Oral production,

Reading
Comprehension

The flipped Innovative This study might As a result, more time

classroom educational contribute as a will be
guideline for EFL In current digital age, The flipped classroom
concept offers strategies must be allocated for the secondary pupils are paradigm increased
advantages for used to balance the teachers to classroom to practice encouraged to become the listening
kids' listening educational implement flipped speaking activities more excited in comprehension of
abilities. Working expectations of instruction to
under the guidance of listening activities by EFL students, the
on flipped pupils in the twenty- increase the students'
listening
the teacher and peer maximizing its researcher found
CONCLU classroom first century.
collaboration benefits. These kids based on the findings
SION activities for the comprehension.
tend to become more of the current study.
improvement of
 English listening Even though there (p. 95) interested in At Suez University or
skills has has been a lot of technology-based other tertiary
advantages such study on the flipped activities. institutions, other
as bettering classroom method, instructors may utilize
It allows students the
academic little of it has or implement this
option to decide how
performance, focused on reading educational model in
and when they want to
increasing comprehension and other courses.
listen to the listening
organization, self- oral production,
materials after class.
efficacy, which makes us
planning, and believe that this
self-regulation, method is still
Parents can study with
individualizing relatively unknown.
their children since
learning, working
This method will be most students
in a team,
widely adopted complete their
improving
thanks to the listening assignments
student-teacher
favorable changes in at home.
and student-
instructors'
student
motivation, desire,
interaction,
and interest in They have a strong
entertaining
employing connection to their
lessons, etc. As it
technology. kids' schooling. As a
was previously
mentioned in the result of its various
theoretical benefits, flipped
framework. learning is strongly
advised for listening
exercises among
secondary-level
students.
 Literature Review

Definition of flipped classroom

The Flipped Classroom, generally attributed to professors Bergman and Sams of the

Colorado USA Institute, can literally be understood as " a class upside down " or " inverted

classroom ". The Flipped Classroom serves to define an innovative model that essentially

consists of activities that were previously done in the classroom now being done outside of the

classroom, and vice versa (Bergman and Sams, 2012).

This is a student - centered learning model, which consists of moving part of the direct

instruction outside the classroom to take advantage of the time in the class with the aim of

maximizing student - teacher and student interactions. This model helps us get closer to

students and provide them with more personalized attention and feedback derived from their

doubts and questions once the content has been reviewed and analyzed.

Flipped classroom pillars

According to the Flipped Learning Network (2012), the four fundamental pillars of the

Flipped Classroom for the flipped learning to occur focusses on:

Flexible environment

It is the first key to Flipped Learning. “Flipped classrooms allow a variety of learning

modes; educators often physically rearrange their learning space to accommodate the lesson or

unit, which might involve group work, independent study, research, performance, and

evaluation”. Having a flexible environment, the students don't feel tense and nervous and don't

need to rush to get every detail in a compact lecture, rather based on the flexibility, the students

feel free to get help from their peers or consult the teacher whenever they want. To implement

the Flipped Classroom Method, teachers must create a friendly and manageable environment

in the classroom for students, so they may understand the class clearly and naturally. Teachers
create flexible environments for students to choose when and where to learn, reorganizing the

learning space to accommodate the lesson or unit to be taught.

Besides, teachers should consider whether a virtual conference is better for students or a

chaotic noise caused by them in the class hour. For Hamdan et al. (2013), this is a positive

factor to help "educators build assessment systems that objectively measure understanding in

a way that is meaningful to students and teachers" (p. 5).

Learning Culture

The Flipped Classroom Method is a significant change on the traditional model, where the

student becomes the center of the teaching-learning process. It means, education is actively

involved in the formation of knowledge, having opportunities to participate, criticize, evaluate,

and explore the topics presented at greater depth. As Bahuer-Ramazani et al. (2016) stated that

“teachers need to consider the type of learners present in a classroom and their socioeconomic

status, personalities, cognitive abilities, and language proficiency, as well as availability

in/outside the classroom on choosing an instructional methodology” (p. 431).

Intentional Content

One of the main requirements of teachers is to carry out the planning of their classes by

units, the same that they must fully comply with during the school year, considering the

relevant and updated information that allows students to achieve their objectives. In a study

about the use of the Flipped Classroom Method in a TESOL course, Bahuer-Ramazani et al.,

stated that: 16 The teaching, lesson, and assessment plans are to maintain a supportive yet

dynamic relationship, focusing on planning the before-class and during-class activities, as well

as the learning act. The teacher intentionally selects content for the out-of-class portion and

leverages that content for the in-class portion in a seamless flow that fosters connections

between the students and what they are learning. (2016, p. 431)
 Therefore, teachers evaluate and select the content that they will need to teach directly and

the appropriate content to teach by using lectures according to the complexity of the subject or

diversity of students. As Hamdan et al. mentioned that "teachers use intentional content to

maximize classroom time to adopt instructional methods such as active learning strategies,

instruction, problem-based learning based on grade level, and subject to be taught" (2013, p.

6).

Professional Educator

The teachers’ role in this method is more important than in the traditional one. Teachers

must thoroughly monitor their students to determine the strategies that they must change or

adapt for a better understanding and comprehension for them. About this pillar Bahuer-

Ramazani et al., stablished that: Teachers should know the teaching material and their students

in order to develop a plan to move learners forward, scaffold activities, and facilitate rather

than Flipped Learning in TESOL 431 control learning.

Thus, they must be confident planners, managers, guides, facilitators, mentors, coaches,

challengers, teachers, assessors, discussants, problem solvers, researchers, and practitioners.

(2016, p. 431) Besides, teachers during the face-to-face classes observe students’ progress and

provide the necessary and relevant feedback, clarifying and resolving doubts outlined by

students (Hamdan et al., 2013). In this last pillar, teachers must stay active, observant, and

constantly moving throughout the class to provide real-time feedback, whether individual or

group.

Benefits of flipped classroom

The inverted classroom or Flipped Classroom which seeks to develop students' autonomous

learning skills and adjust to the type of learning. The teacher must distribute the different

materials with which he will work in class and others that he will send to his students so that
they can work at home, which will later serve as support for class work and thus meet the

proposed objectives. (Martínez, Esquivel, & Martínez, 2014).

The application of this strategy is more efficient compared to the traditional one since

students show more interest and feel more committed to the subject (Aguayo, Bravo, Nocetti,

Concha, & Aburto, 2019). The clearest benefits are seeing that the classroom environment has

changed, resulting in more participatory students with the teacher and classmates during class.

Getting the student to work in a group and with common goals consolidates good

relationships between peers and stimulates a supportive behavior, in which we would be talking

about significant learning, which can serve you throughout life, pointing to a fairer society,

contrary to learning by competition and individualism. The development of these human skills

encourages the development of critical thinking and problem solving (Berenguer-Albaladejo,

2016).

 Allow students to learn at their own pace.

 The advantages of learning in a practical, shared, playful, active and meaningful way.

 Work on decision-making, problem-solving skills and creativity.

 Improves the ability to cooperate and respect others.

 Promotes motivation and arouses interest in study and learning.

 Strengthens knowledge.

From learning, attention to diversity is seen intrinsically, the word learning and everything

that the word involves should be addressed not only to an individual or a group of individuals,

it must encompass all personal, social, religious and cultural differences that may be involved

in learning, if this did not happen in this way, learning would be lacking in bases to refer to the

integral phenomenon of how we learn as human beings and their studies against it.

Advantages of flipped classroom

 Among the advantages that this model has for the student is to learn at their own pace, such

as watching a video or reading content times you want, you can also choose the tool or material

by which you want to learn (Aguilera, Manzano, Martinez, Lozano, & Casiano, 2017).

Maintaining a greater commitment to their learning and looking for information that is easier

to understand the subject.

(Ortega, 2016) He reports that this method promotes group work as well as team problem

solving, this leads to saving time in the classroom and reducing the tasks that are sent. The

teacher becomes a guide for students who can review the theory at home in their own way and

after this share their knowledge in class.

Definition of listening skills

In the English language, listening is one of the most important skills because it helps us to

communicate. According to (Nordquist, 2019) listening is ``the active process of receiving and

responding to spoken (and sometimes unspoken) messages. It is one of the subjects studied in

the field of language arts and in the discipline of conversation analysis``. In other words,

listening is one of the fundamental language skills. It is a means through which children, youth

and adults acquire much of their education: their information, their understanding of the world

and human affairs, their ideals, their sense of values and their appreciation of human

communication.

Listening is part of human communication, because through listening we can share our ideas

or thoughts with other people. Listening is the most used linguistic skill in daily life to

communicate with different people (Nurani, 2019). On the other hand, is the ability to identify

and understand what others are saying. This involves understanding a speaker's accent or

pronunciation, his grammar, and his vocabulary, and grasping his meaning. In other words, it

is a receptive skill that gives way to productive skills.

 In the life of human beings, listening is an everyday activity that plays an important role in

the reception of information given to one another. CITA Listening is a complex process that

enables people to understand spoken language. Not only is it an essential element in producing

effective communication, but it also helps people understand the world. On the other hand,

understanding what is communicated does not depend only on what speakers say, as listeners

play a key role in the listening process by applying their knowledge to what they hear in order

to understand what speakers mean.

Types of listening
Types of listening for listening comprehension it is important that these offer significant

practice to make learning the new language interesting therefore, teachers should make

students listen to audios that have topics related to real life and also taking into account the

ages and preferences of the students as this will make the exercises more effective and as a

consequence improve your listening such as:

1. listening without response

2. listen with short answers

3. listen with longer responses

4. listen as a basis for study and discussion.

In the first exercise, listening without response, students are faced with large amounts of

text accompanied by some kind of visual support. For instance: listen and follow a written text

listening aided by visual materials listen to stories, songs, movies, and television shows.

In the second exercise, short answer listening, students are exposed to short dialogues or
sentences for which they have to provide answers brief, usually non-verbal, immediately. For
instance:

 detect errors
 discriminate false or true information
 draw follow maps
  guess
 obey instructions
 order photos or drawings
 mark items

In the third type of exercises, students answer with longer answers that require a little more

analysis than heard. For instance:

 answer questions fill in the blanks

 paraphrase
 predict
 repeat a text
 resume
 translate.

In the fourth exercise, listening as a basis for study and discussion, expects students to

understand what they have heard so that they can analyze it, interpret and evaluate. Some

exercises:

Group listening in which three or four groups from the same class listen to a single part of

the information. This information will only be fully understood when all groups share the rest

of the information.

Problem solving. In the language class, it is important to combine these different types of

exercises. For example, students can listen to a story and then put the pictures in order.

according to its sequence. They can also answer questions about the story and discuss the moral

or message of the story. (Cubillo, 2005)

Stages of listening skills

The listening process consists of three main stages: pre-listening, during, and post-listening.

As listening is a dimension of the communication process, it focuses on a stimulus that enters

sensory memory, in the preservation stage of verbal communication, it is a place for

interpreting meanings. This process is cognitive and influences the elaboration of meaning.
 The goal of listening is a process of comprehension that is based on prior learning about

reality and active prediction of what they are going to hear. According to Brown (2020), "the

pre-listening stage requires a mental representation of learners' experiences," which refers to

prior knowledge in the cognitive process of language development. Learners activate prior

knowledge by incorporating activities to set the tone of the lesson. Thus, they use the

information to assemble an understanding of what is being heard at the time. In this phase,

learners focus on listening and become involved in the listening activity. Pre-listening

exercises, such as learning new words and grammatical structures, will help learners improve

their listening comprehension by enabling them to recognize them in the text heard.

Mestres (2019) claims that while-listening presents a difference between extensive and

intensive listening during this listening stage. Extensive listening concerns listening focused

on specific purposes to understand the overall information of what is heard. On the other hand,

in intensive listening, the listener tries to get specific details of the listening activity. In this

stage, learners perceive and aim to interpret the message by working with the external stimulus

in internal storage. Tomlinson (2017) "points out that learners must listen to the exercises

several times to understand and solve the intended problems". The following examples can be

used at this stage.

Paying attention to the key topic, such as describing paragraphs and, looking for the most

relevant facts, listening for the main idea, listening for certain activities, such as sorting lines,

or matching or organizing pictures. All actions that learners must perform while listening to

the text are classified as listening exercises. Listening activities help learners develop the ability

to elicit messages from spoken language, which is important for listening comprehension.

Kumar (2021) states that in this stage, learners consolidate their answers and verify some

issues found in the development of the activities. In addition, teachers can assess students'

progress and check their understanding of previous lessons. It is beneficial to master some
activities in which students respond to what they have heard at this stage. It allows learners to

confirm their understanding and consolidate what they have learned. The teacher can assess

comprehension, and determine growth in listening skills, vocabulary growth and activation,

and some structures that can be used during post-listening activities.

Finally, a post-listening aims to use the knowledge acquired in listening for the development

of other skills, such as speaking or writing. If we have listened to a song that features a certain

category of words and their accent, students can be asked to look for and identify some specific

words in the song. We can also engage students in a discussion about the merits of the opinions

expressed in the songs heard. Likewise, post-reading activities and post-listening activities

allow for further recycling and activation of vocabulary and structures, as long as they are

interesting and engaging, and carefully thought out. (Pilco, 2022)

Listening subskills

It is being analyzed that tutor had some trouble understanding and accepting the sub-skills

into the listening methodology. (Field, 1998) argued that this kind of componential approach

offers the best prospect of teaching listening in a structured way rather than relying entirely

upon comprehension work. In other words, the use of a general approach does not fill

completely the needs of the learners, over the pass of time, the aim has been to provide a

framework for teaching, even if not necessarily a program for instructors to follow.

Different sources have distinguished the different kinds of listening sub-skills among which:

1. Listening for gist

Listening for gist is extensive listening for skimming. This happens when we listen to get a

general idea about a topic.

2. Listening for specific information

 We use listening for specific information when we listen to something because we want to

discover one particular piece of information.

3. Listening in detail

Listening in detail is also called intensive listening for scanning. This is when we listen very

closely, paying attention to all the words and trying to understand as much information as

possible.

Intensive listening

When designing listening activities keep in mind that, in addition to global comprehension,

we need to focus our attention on intensive listening. This is crucial to help students develop

effective listening strategies and build bottom-up listening skills, in addition to the top-down

skills that are emphasized in global listening activities.

Intensive listening involves zeroing in on particular segments of the text, and this should

come only after the students have developed global comprehension of the text. Intensive

listening may target different goals such as

 getting more detailed understanding of some segments of the text,

 transcribing certain segments in the text,
 guessing the meaning of a word or phrase from context,
 looking at certain grammatical structures in the text to see how they can aid
comprehension

Responsive Listening

Magne Espelandand his colleagues developed new principles and methods for encouraging

children to listen to music of many different styles – including modern instrumental and

orchestral music, pop and jazz. Working from the belief that response on the part of the listener

is crucial in musical understanding, the project group involved the children with a variety of

activities which, while primarily related to the music itself, engaged also with experiences in

verbal, visual and kinetic expression (Loane, 2008)

Selective Listening

Selective auditory attention or selective listening is a type of selective attention and involves

the auditory system. Selective listening is characterised as the action in which individuals

intentionally focus their attention on a specific source of a sound or spoken words.

Selective listening is when you focus your attention on some specific information. It

involves consciously or unconsciously choosing to listen to what is relevant to you and ignore

what isn’t. It is a skill that anyone can develop and improve. (Brennan, 2021)

Extensive Listening

The benefits of EL have been well acknowledged in the literature. First, EL is motivating

because learners listen to materials that they want to listen and those they can understand and

enjoy. It provides learners with a lot comprehension practice in the target language that allows

them to enjoy listening, focus on understanding and interacting with the text (Waring, 2008),

and experience a high level of language comprehension by using easy or very easy texts,

focusing on narrow topics at a time, and receiving multimodal input, learners are given the

chance to comprehend the aural texts better because they understand most of the vocabulary

and grammar in the text, repeatedly listen to words used within the narrow topics, and relate

the spoken and written forms of words presented simultaneously.

Extensive listening is when the listener's ambition is not only one purpose. The listener

listens extensively and will be able to treat all aspects that he can deal with in his listening. The

listener will be able to answer to all questions that he will be asked. No matter what the question

treats (Ivone, 2019).

 Conclusions

To conclude, Flipped Classroom transcendence in the classroom climate is based on the

notoriety of spaces where the teacher methodologically recreates spaces outside the classroom

to ensure the use of little time in the classroom where topics of difficulty are located for the

students with the end of meaningful learning by them.

As it has been exposed previously on the advantages of the use of the inverted classroom, it

contributes to the educational personalization that must be given priority in each of the students,

seeking a learning based on each student's own empiricism as well as extenuating the self-

discipline that forms them personally and academically.

In terms of the sub-skills, it is proposed that the use of the Flipped Classroom will improve

the ability to detect sounds, discriminate them from others, identify acoustic aspects, recognize

words heard and associate them with an image and understand information, all of this from the

students' side in order to improve the cognitive processes in each one of them.
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