Towards the Measurement of EFL Listening Beliefs with Item Response Theory Methods

The present research aims to identify the underlying English listening belief structure of English-as-a-foreign-language (EFL) learners, thereby informing methodologies for subsequent analysis of beliefs with respect to listening achievement. Development of a measurement model of English listening learning beliefs entailed the creation of an inventory of the beliefs on EFL listening abilities and determination of reliability of measurement and model fit. Results of multidimensional item response theory analysis utilizing responses from 505 subjects confirmed a two-dimensional structure and found that the dimensionality of listening learning beliefs can be classified as Axiomatic and Praxis. Implications and suggestions for future research are discussed.     

The Influence of Perceived Supervisor Listening Behavior on Employee Commitment

This study seeks to examine the influence of perceived supervisor listening on employee commitment in an organization. Research suggests that in today's organizations managers spend the largest percentage of their time listening, followed by speaking, reading, and writing. Although training addresses speaking and public presentations, interpreting technical reports, and instruction in technical writing, little has been done to either research or train listening skills.

Listening research has primarily focused on listening measurements and assessment (see Rhodes, Watson & Barker, 1990), and identification of specific behaviors associated with listening (see Lobdell & Gluc, 1990). Few studies have examined listening in the organizational setting (see Husband, Cooper, & Monsour, 1988; Husband, Schenck, & Cooper, 1988). A study by Husband, Cooper, and Monsour (1988), explored the initial question of supervisor's perceptions of their own listening behaviors in organizations. Further research by Husband, Schenck, and Cooper (1988) suggests that the subordinate's perception of supervisory listening may be different than the supervisor's actual listening behavior or the supervisor's perception of their own listening behavior. They found that subordinates did not feel at ease when communicating with their supervisors, and that the subordinates perceived that their supervisors were unwilling to listen to them.

As Husband, et al. (1988) suggests, there could be many starting points at which to address organizational listening. Based on some of the findings in their research, supervisor-subordinate listening seems to offer a logical beginning. The supervisor-subordinate relationship represents an essential link in the organizational structure (see Jablin, 1979). Given their argument, if subordinates differ in their perceptions of supervisory listening behavior, and perceive their supervisor's listening negatively, there may be a direct influence on their commitment to their jobs or the organization as a whole. This study attempts to determine the influence of perceived supervisor listening on employee commitment to the organization.

The respondents were 225 occupational employees and 53 managerial employees in a large southwestern utility company. The survey was a 69 item organizational listening questionnaire developed by Arnold (1989). The questionnaire was broken down into four dimensions: (1) feelings about the organization, (2) perception of relationship with supervisor, (3) perception of own communication behavior, and (4) organizational listening behaviors.     

Toward the Establishment of General Dimensions Underlying the Listening Process

Findings from previous research (Coakley, Halone, & Wolvin, 1996; Halone, Wolvin, & Coakley, 1997; Wolvin, Coakley, & Halone, 1995) indicate that the listening process may be conceptualized primarily in (a) cognitive, (b) affective, (c) behavioral/verbal, (d) behavioral/nonverbal, and (e) behavioral/interactive terms. This report seeks to quantitatively confirm these qualitatively-derived findings. Specifically, this study sought to analyze whether each respective dimension could be generally characteristic of the listening process. Confirmatory factor analyses were conducted, providing support for each respective dimension. Results from this study have implications for how communication scholars should conceive of the listening process in theoretical, empirical, and pedagogical terms.     

An Investigation of Cognitive Operations on L2 Listening Comprehension Performance: An Exploratory Study

This study examines the research being conducted in the process of defining eflective listening. Some of this work includes the compiling of lists of listening competencies; however, before this work can be completed, there are some basic theoretical questions to address in assessing listening effectiveness. This study reviews the literature relating to theoretical issues such as who decides what constitutes effective listening, how is the assessment made, when is the assessment made, and are some listening behaviors more important than others. One of the primary conclusions of the review is that there is insufficient research in real-time listening contexts to establish how speakers assess the efkctiveness of the listener in the interaction.     

Performative Listening

Communication as transaction implies the importance of listening, but it leaves room for the mistaken impression that listening fails to shape the content of the encounter. Listening scholarship focuses on the constituent elements and effects of the act but has left unaddressed the ways the listening act is entirely sufficient to fulfill duties and/or create relationships. Borrowing the elements of speech act theory, I describe three categories of illocutionary performative listening—listening toward relationship, toward leadership, and toward fairness—and call for research into such corollaries as listener credibility and meta-listening.     

Relational Listening II: Form & Variation across Social and Personal Relationships

This research examines, and provides theoretical extension regarding, those processes that characterize the construct of relational listening. First, a rationale for the continued examination of listening as everyday relational activity is provided. Second, data generated among relational partners representing (a) acquaintance, (b) friend, (c) good friend, (d) best friend, (e) romantic friend, and (f) relative relationships are analyzed in light of a grounded theoretical model of relational listening (Halone & Pecchioni, in press). Finally, implications for theory and research concerning listening and relational communication are discussed. Assessing relational listening across an array of social and personal relationships concurrently accomplishes objectives of (a) conceptually extending the knowledge base on relational listening while (b) providing scholars with comparative insight into those processes that govern the course and conduct of everyday relating.     

Defining Social Listening: Recognizing an Emerging Dimension of Listening

Social listening occurs in a variety of mediated contexts, but it has yet to be clearly defined in the realm of communication and listening studies. This report explores social listening as a developing listening type extending from the existing taxonomy of listening, posits a definition of its meaning, evaluates its role in organizational and interpersonal communication, and discusses its value as an additional listening dimension. Based on a review and synthesis of literature across multiple fields of study, we describe social listening as a dimension of listening comprising a blend of purposes complementary to the existing appreciative, comprehensive, critical, discriminative, and therapeutic listening types discussed in Wolvin and Coakley’s (1993) listening taxonomy. As mediated communication continuously evolves within the communication landscape, the urgency to understand social listening will surely increase. With this in mind, we introduce and define social listening as an emerging type of listening and as a means of attaining interpersonal information and social intelligence that can empower relationships and influence the way we listen to and communicate with one another through increasingly popular mediated channels.     

Neuro Linguistic Programming and Listening Behavior

Neuro Linguistic Programming (NLP) was employed in this study to determine whether its application would enhance the listening skills of subjects. Messages based on NLP were presented to the subjects. The messages that were presented in the auditory format proved to be most persuasive for the recipients. These results supported the recommendations of previous research. Implications for further research are presented.     

Grounding Listening: The Limitations of Theory

The role and limitations of scientific theory in listening research is explored. The researcher as person is found to be intricately involved as creative, interpretive author of concepts, hypotheses, arguments and conclusions. Nor can the researcher ignore their own social and cultural life-world origins. Consequently the importance of the social context and culture assumed by the researcher is detailed. Theory is discussed and its general limitations explicated. Overall, research in social sciences, such as listening, is at base social.     

State of the Context: Listening in Education

Educational listening research in the last 80 years covers a broad spectrum. Early research investigated the amount of time spent listening. Later studies identified students' comprehension of oral material. Aspects most often researched fall into the following categories: listening elicitation, listening benefits, and listening instruction. Because instructors must meet the needs of a variety of student listening and learning styles, a significant amount of listening research investigates listening and learning preferences. This research emphasizes the need to identify successful teaching strategies to help teachers elicit effective listening. Teachers have long believed that students who listen better are better students, and research seems to corroborate that effective listeners achieve academic success. Few schools offer listening instruction, and even in courses where listening is supposedly emphasized, only 7% of the time is devoted to listening. The impact of listening instruction is ambiguous despite anecdotal evidence suggesting that instruction improves listening. Listening instruction is especially scarce in primary and secondary schools notwithstanding the fact that listening is linked to both literacy and academic success. Further, little research has occurred in K–12 classrooms where there is greater opportunity to learn more about effective listening if researchers take the time to do so.     

Responsive Listening in Long-Married Couples: A Psycholinguistic Perspective

Positive and responsive listening behavior benefits marital satisfaction, but previous reports have examined emotionally positive behavior confounded with responsive behavior, and focused primarily on younger marriages. Psycholinguistic views of listening suggest that responsive listening is distinct from emotionally positive listening. The former may change with an aging relationship, while the latter is unlikely to do so. Long-married couples share extensive common ground about recurrent conflicts, reducing the need for some listening behaviors. We observed 79 younger and older married couples, happily and unhappily married, discussing conflicts. We coded listening behaviors indicative of attention and comprehension (responsiveness) as well as those expressing emotions. We expected that older married couples would display lower frequencies of responsive listening behaviors than middle-aged couples. Results provide conditional support for this hypothesis. Implications for research on marital communication and aging are discussed.     

Listening Is… Five Personal Worlds of Listening: An Auto-Ethnographic Approach

What is effective listening? This question intrigues both scholars and the general public. Theoretical explorations provide insight into the listening process as well as pragmatic guidelines for how to be a good listener. But even the most learned listening scholar will often fall back on the observation that they know effective listening best when they experience it.

Five renowned listening experts were asked to respond to the question, “What is listening from the perspective of your lived experience?” Each was asked to work from an auto-ethnographic methodology. The five lifeworlds described in this study represent their responses to this question and offer unique, individual ethnographic contexts describing the listening experience of each of the participants.     

Instructor Active Empathic Listening and Classroom Incivility

Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers’ active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom climate. A total of N = 434 undergraduate students were surveyed about their observations of student incivility in their classes, their perceptions of their instructor’s use of active empathic listening and nonverbal involvement, class size, instructor gender, and estimated instructor age. After controlling for nonverbal involvement, instructor age, instructor gender, and class size, results suggest active empathic listening associates negatively with three types of classroom incivility. Both class size and instructor nonverbal immediacy also emerged as predictors of student incivility.     

The Impact of (In)effective Listening on Interpersonal Interactions

Most reviews of “listening research” are narrow in scope, focusing only on research published by listening and communication scholars. Given that unique contributions to listening have been provided by scholars from disciplines as varied as psychology, anthropology, management, and linguistics, this review explores connections and divergences that span the academic landscape. After briefly introducing and reviewing listening related research from three primary areas—information processing, competent behavior, and individual differences—we offer a heuristic framework that ties these lines of study together and provides a structure for assessing and generating new listening research. A concluding section suggests lines of future investigation.     

Organizational Social Media Accounts: Moving Toward Listening Competency

Researchers apply Bodie, St. Cyr, Pence, Rold, and Honeycutt’s (2012) model of listening competency to social media messaging for organizations. The article provides examples of how organizations and their social media managers, as de facto “listening agents,” can incorporate important verbal listening behaviors that represent active-empathic listening—pertinent responses, elaboration, offering advice and opinions, and answering and asking questions—into their social media profiles. In addition, guidance is provided to social media managers and organizations for how to adopt listening skills that will foster dialogue between organizations and their online publics. Potential areas for future research are also examined.     

Listening Otherwise: The Voice of Ethics

The issues of response and responsibility are woven into the center of dialogic ethics (Levinas, 1996, 1998, 1999; Schrag, 1986 Schrag, C. O. 1986. Communicative praxis and the space of subjectivity, Bloomington: University of Indiana Press.  [Google Scholar]; Hyde, 2001, 2006), yet quietly embedded persists a hidden but presupposed prior action-that of listening-about which the philosophy of dialogue falls, ironically, silent. The idea of the response as related to ideas of reply, answer, and reaction as well as its etymological derivation from the Latin spondere ‘to pledge’ (promise, offer, sacrifice) stresses only the speaking of an ethical actor. The act of listening is itself concealed and rendered invisible. This paper suggests that the answer to the ethical call of conscience is not a speaking, but a listening. It is, moreover, a listening otherwise that suspends the willfulness of self and fore-knowledge in order to receive the singularities of the alterity of the other. To say that ethics arises from listening is thus to subordinate speaking to a kind of listening that speaks—a listening that is awakened and attuned to the sounds of difference rather than to the sounds of sameness. Thus it's rarely a question of whether or not the voice of ethics speaks, for the voice is always speaking. The question is whether we are listening.     

Managerial Listening and Career Development in the Hospitality Industry

Recent research confirms that communication skills are essential to effective management practice. Less is known, however, about the specific communication activities associated with different levels of management and how these competencies affect career development. This paper reports findings from two related studies of hospitality managers. One reports the differences between middle and upper level managers' perceptions of the frequency and difficulty of specific communication activities. The second study examines upper level managers' perceptions of the communication skills most essential to their career development.

Findings suggest that listening is perceived to be more critical to managerial effectiveness as individuals move into senior level positions, and that listening is perceived by general managers as the most essential communication skill for their career development. The results of this research have implications for educators, practitioners, and consultants as they work to improve managers' communication competence.     

Listening Environment and the Bottom Line: How a Positive Environment Can Improve Financial Outcomes

Amidst the onslaught of communication at work, employees’ voices can be neglected in favor of the bottom line. This research initiates an exploration of the relationship between employee perceptions of the listening environment at work and organizational financial performance indicators. In this exploratory pilot study, we collected data from N = 65 employees of a single firm with multiple geographically and financially independent units. Using simple regression analysis, researchers compared data between units to determine if employee perceptions of positive qualities of the listening climate are related to improvement in sales and net income. Results suggest a potentially positive relationship between employees’ perceptions of a positive listening environment and these organizational performance indicators, suggesting that listening is an important step in building the communication climate of a productive company.     

What Makes a Good Listener? Listening Behavior in Instructional Settings

Listening as a language skill is widely required in instructional settings at any level. It is proposed to view listening as an active process, involving patterns of behavior which can be categorized as content-, self-, and speaker-related activities. A questionnaire (N = 554) and a qualitative survey (N = 32) were conducted to investigate the knowledge about listening strategies among university students. Results show that the scope of listening skills is rather limited even among experienced listeners and that there is considerable room for modifying listening behavior. Consequences for conceptualizing listening expertise are discussed and areas for further reaearch, both empirical and theoretical, are addressed.