Introduction
Developing listening skills can be quite challenging for English learners, primarily due to their limited exposure to natural, real-life speech. This lack of exposure restricts learners’ ability to practise understanding natural speech patterns, accents and intonations, making it difficult to follow real-life conversations (Tsang, 2021). Additionally, many learners struggle to understand spoken language at the chunk level, which further complicates their ability to derive meaning from what they hear. This can lead to errors such as: sound misperception; confusion; omission; addition; and misinformation (Luu & Trinh, 2023).
In addition, learners frequently face difficulties in understanding various English accents due to limited exposure in their learning environments. This can hinder their ability to comprehend spoken English in diverse contexts (Tsang, 2021). Understanding idiomatic expressions and colloquial language adds another layer of difficulty, as these elements are frequently omitted from school textbooks or class materials (Tsang, 2021).
To address listening problems faced by English learners, more emphasis should be placed on sounds, actual listening and spoken input (Tsang, 2021). Teachers should provide opportunities for students to practise listening to various sounds, engage in real-life listening exercises and interact with spoken language. By giving priority to these elements, teachers can provide more effective support to students in enhancing their listening skills.
Technology can play a crucial role in enhancing listening skills by providing targeted tools that address specific challenges learners face. When choosing which applications to integrate into the classroom, it is important to consider several key criteria, including: user friendliness; flexibility; and the inclusion of authentic language features.
User friendliness
The first criterion is the application’s user-friendly design. Teachers should prioritise apps that are easy to navigate, ensuring that both students and teachers can use them without extensive training or technical difficulties (Vu et al., 2024:150–166). A user-friendly interface is essential, as it allows students to focus on their listening practice without being hindered by complicated features or technical frustrations. The applications should also be accessible to all students, including those who may not have the latest technology (Cho et al., 2018). This ease of use ensures that technology enhances, rather than complicates, the learning process.
Flexibility
The second criterion is that these applications should offer a high degree of customisation and flexibility, enabling teachers to tailor lessons to the specific needs and proficiency levels of their students (Vu et al., 2024). Applications that can be used by students of various proficiency levels, from beginners to advanced learners, allow for instruction that caters to the individual needs of each student. This adaptability makes such technology more effective.
Authentic language
The third criterion is that the applications should incorporate colloquial language and idiomatic expressions. This type of language is essential for understanding natural, everyday speech and helps students become more proficient in real-life communication (Tsang, 2021). Additionally, apps that feature speakers with various accents and different speech rates are highly valued, as they help students become accustomed to understanding English spoken by people from different regions and at varying speeds.
Given these criteria, the selected applications – namely, Character AI, any video sharing application now that Flip has gone, Murf AI, Suno, Edpuzzle and Lyrics Training (or Lingoclip) – are particularly valuable, making them suitable choices for enhancing students’ listening skills. The following sections will present 10 suggested activities, each designed to utilize one of these applications in listening classes, to maximise their potential benefits.
Suggested activity 1
Generate or develop a short story. Then, bring the story to life by utilising Character AI to read it aloud. In Character AI, there is a feature that allows the creation of custom characters with specific backgrounds. If students are struggling to understand a British accent, for example, a character can be created with a British background such as: ‘You are an English teacher from Britain’ or ‘You are a British tour guide leading visitors through historical landmarks in the UK’. After creating the character, the voice feature can be toggled to add a British-speaking voice to the character, enhancing the authenticity of the narration.
Play the story for the class, keeping the written text hidden so that students engage with the narrative purely through listening. Once the story concludes, lead a class discussion. Explore the students’ understanding of the story and examine how the words sounded in different accents.
This activity is for improving students’ listening skills and exposing them to different English accents. This activity helps them to become better at understanding spoken English in different situations.
Suggested activity 2
Begin by preparing or providing a short story or dialogue. Then, utilise Murf, an AI tool that converts text into speech and offers a variety of accents. Input the desired text, and select an accent – such as British, Indian or Singaporean – to tailor the listening experience to the specific needs of the class. This allows students to listen to conversations in unique and diverse accents.
Play the audio for the class, and students will be tasked with transcribing the story or dialogue they hear. The audio can be repeated as many times as necessary to ensure all students can accurately capture the text.
To add an additional layer of challenge, the teacher can pose questions based on the story or conversation. Students must listen carefully to identify the correct part that answers these questions, reinforcing both their comprehension and attention to detail.
The goal of this activity is to improve students’ ability to comprehend and transcribe spoken language in various accents, enhancing their overall listening skills and attention to detail.
Suggested activity 3
Begin by developing stories for four characters, each representing diverse backgrounds in terms of race or ethnicity, age, occupation and personal interests. Place these characters in relatable situations, such as being in class, at work, cooking or socialising with friends.
Once the stories are prepared, use Murf AI, an AI voice generator, to transform the text into realistic speech. Assign each character a distinct accent that reflects their background, such as using an Irish accent for a story set in Ireland, to introduce students to a variety of accents and cultures.
After presenting the stories with their accompanying voices, engage the class in a discussion to explore what happened to the characters and how the cultural and linguistic diversity presented in the activity influenced their understanding of the incidents.
The goal of this activity is to expose students to cultural and linguistic diversity by engaging them with characters and stories that reflect a range of backgrounds and accents, thereby enhancing their listening comprehension and cultural awareness.
Suggested activity 4
Start by selecting a TV clip from an international channel, such as BBC Scotland & Ireland or ABC News Australia, available on YouTube. Then, use Edpuzzle to prepare the video by embedding prompts at key moments, focusing on soundbites that may be challenging for students to understand.
Play the video in class using Edpuzzle’s live feature. As the video progresses, students will be asked to select the correct answer from a multiple-choice grid based on what they heard. For example, one question might ask: Which transitional phrase did the Scottish interviewee just use?’ The live feature also allows teachers to pause at each prompt to discuss the challenges students faced in answering the questions. During these pauses, the teacher can provide feedback and tips, such as explaining how New Yorkers often drop the rhotic /r/ sound.
This activity aims to help students move beyond general observations of foreign accents by identifying specific features that distinguish them from ‘standard’ English, ultimately equipping students with the skills to understand and navigate diverse accents in real-world contexts.
Suggested activity 5
Start by selecting a scene from a TV show such as Friends or Brooklyn 99. These shows feature strong character interactions and dialogue filled with emotional nuances, humour and implied meanings that require attentive listening.
Then, use Edpuzzle to prepare the video by embedding prompts at key moments. Focus on questions that challenge students to identify the emotions or attitudes of the characters based on their tone of voice, choice of words or pauses. For example, a question might ask: ‘What emotion is the character expressing when they say this line?’ or ‘How does the character’s tone change in this conversation?’
Play the video in class using Edpuzzle’s live feature. As the video progresses, students will be asked to answer the embedded questions, using context clues and listening carefully to the dialogue. The live feature allows teacher to pause at each prompt, providing an opportunity to discuss the emotional cues, implied meanings and context that students identified.
This activity aims to enhance students’ listening comprehension by encouraging them to listen for deeper meaning in dialogue. By focusing on the character interactions in familiar and entertaining TV shows, students develop their understanding of spoken language, which they can apply to real-life conversations and other listening tasks.
Suggested activity 6
Begin by selecting a song that features a distinct accent or includes colloquial and idiomatic expressions. Use Lyrics Training to facilitate this activity, as it allows teacher to choose songs with various accents by simply adjusting the category setting. For example, if the class has agreed to focus on practicing a British accent, select a song by a British artist.
Next, play the song using Lyrics Training and pause the audio at key moments to confirm that students understand what the artist is saying. If students encounter any difficulties, rewind the song to help them with pronunciation or comprehension. Lyrics Training’s feature that highlights each word as it is sung will assist in guiding students through the lyrics.
To make the activity more engaging, turn it into a competition where students fill in the blanks of the lyrics. Award points based on accuracy and consider offering extra credit to the student with the highest score.
Finally, lead a class discussion focused on the colloquial language and idiomatic expressions found in the song. Encourage students to share their interpretations and discuss the meanings and usage of these expressions. For further practice, ask students to create dialogues using the idioms they have learnt and act them out.
The goal of this activity is to improve students’ listening comprehension and understanding of colloquial language and idiomatic expressions through the use of music. This activity makes the learning process engaging and contextually rich.
Suggested activity 7
Begin by introducing Suno, an application that allows users to create custom songs. Students will use this application to compose songs that incorporate colloquial language and idiomatic expressions.
Next, divide the class into small groups and ask each group to find a poem that includes colloquial phrases and idioms. Once they have selected a poem, have them use Suno to transform the poem into a song, adapting the text to fit the musical composition.
Once the songs are created, each group will present their song to the class. To make the activity more interactive, organise a guessing game where the other students listen to the song and try to identify the colloquial expressions used. As each expression is guessed, the group that created the song will explain the meaning and context of the expression.
After the guessing game, facilitate a class discussion to explore the different colloquial phrases and idioms featured in the songs. Discuss how these expressions are used in real-life contexts and how they might differ from more formal language. This discussion will help reinforce the students’ understanding and ability to use these expressions appropriately.
For an additional challenge, consider having the students rewrite their lyrics in more formal language, highlighting the contrast between colloquial and formal speech. This exercise will not only reinforce their grasp of the expressions but also develop their ability to switch between different language registers depending on the context.
The goal of this activity is to deepen students’ understanding of colloquial language by having them actively engage with and analyse lyrics, promoting both creativity and critical thinking.
Suggested activity 8
Use Suno again. Explain that the class will be divided into small groups, with each group responsible for creating a different part of a unified story through music.
Next, guide the class in a discussion to establish the overall theme, plot and musical style of the story. Emphasise the importance of selecting a musical genre that supports the narrative and remains consistent across all sections. This ensures that each group works cohesively on different parts of the same story.
After establishing the story framework, divide the class into small groups and assign each group a specific part of the story – such as the introduction, rising action, climax or resolution. Have each group listen to examples of songs within the chosen genre to understand how music can convey different emotions, themes and narratives.
Following this, instruct the groups to brainstorm and develop ideas for their assigned part of the story. They should then write lyrics that align with both their section of the narrative and the agreed-upon musical style. Once the lyrics are written, each group will use Suno to generate a song for their section. Emphasise the importance of listening critically to the generated music, paying attention to how well it supports the narrative and conveys the intended emotions and themes.
Finally, once all parts of the story have been transformed into songs, have the groups listen to each other’s sections in sequence. This stage focuses on critical listening, as students evaluate how well the music and lyrics work together to communicate the story, maintain a consistent style and contribute to the overall narrative.
This activity is designed to improve students’ listening comprehension by having them explore how music can be used to tell a unified story. By paying attention to melody, rhythm and lyrics, students get a better understanding of how these elements work together to express emotions and ideas, which in turn strengthens their listening skills in an enjoyable and creative way.
Suggested activity 9
Collaborate or coordinate with a teacher from another region or country who is interested in participating in a storytelling exchange. Agree on a theme for the stories, such as folktales and legends, local heroes or cultural traditions, and set up a shared video topic where students will upload their stories.
Introduce the activity to students, explaining that they will be participating in a regional storytelling exchange with peers from another region. Emphasise the importance of active listening, as they will be analysing the stories told by their peers in the other regions, paying attention to cultural details and language use.
Have each student or group of students prepare a short story related to the chosen theme. The story should reflect something unique about their region, such as a local legend, a historical event or a personal experience that highlights regional culture or traditions. Encourage students to practise their storytelling skills, focusing on clarity, expression and engaging delivery.
Once the stories are ready, students will record themselves telling their stories and upload the videos to where they are shared. Remind them to speak clearly and to consider how their story might be perceived by someone from a different region or cultural background.
After the videos are uploaded, students will watch the stories shared by their peers in the other region. As they listen, they should take notes on key elements of the story, cultural references and any differences in language they notice. Encourage them to reflect on how these differences impact their understanding of the story.
Students will then record video responses to the stories they listened to, sharing their thoughts, asking questions or providing feedback. Over the course of the exchange, organise a few class discussions either in person or online where students can compare and contrast the stories they heard. Discuss how the regional differences in language, culture and storytelling style influenced their listening experience and comprehension. Students may also discuss what they learnt from the storytelling exchange.
The goal of this activity is to improve students’ listening skills and cultural awareness by engaging them in a collaborative storytelling project with students from different regions.
Suggested activity 10
You will need to find a partner teacher again for this project. Agree on the themes or topics for the exchange, such as cultural traditions, daily routines or global issues, and set up a shared video platform for students.
Introduce the activity, explaining that students will be participating in a cross-cultural exchange where they will listen to and interact with peers from a different district or country. Emphasise the importance of active listening, cultural sensitivity and respectful communication.
Have each class create and upload an introductory video to the place where you share videos. In their videos, students should introduce themselves, share a bit about their background and discuss a topic related to the agreed-upon theme. Encourage them to speak clearly and include details that might be of interest to students from a different cultural background.
Once the introductory videos are uploaded, students will watch the videos from their peers in the other district or country. As they listen, they should take notes on key points, interesting cultural differences or questions they have about what they heard. After listening, students will record a video response, answering any questions posed by their peers, providing feedback or sharing their own thoughts on the topic.
Over the course of several weeks, students will continue to engage with each other through the shared video platform discussing new topics or responding to follow-up questions. Teachers can introduce specific discussion prompts that focus on listening for certain linguistic features, such as idiomatic expressions, slang or accent differences.
After several rounds of exchanges, ask students to share what they learnt about the other culture, how their listening skills improved and any challenges they faced in understanding different accents or cultural references. Consider having students work in groups to create a final video presentation on what they learnt from the exchange. They could focus on specific cultural insights, language differences or how their listening and communication skills have improved.
The purpose of this activity is to improve students’ listening comprehension and intercultural communication skills by having them participate in a cross-cultural exchange with peers from different regions or countries.
Conclusion
Improving listening skills in English learners requires a strategy that addresses the challenges posed by limited exposure to natural speech, diverse accents and colloquial language. The suggested activities outlined in this paper offer practical strategies for maximising the potential of digital applications, namely, Character AI, video sharing platforms, Murf AI, Suno, Edpuzzle and Lyrics Training (or Lingoclip). The suggested activities are designed to help students overcome the listening challenges they encounter in their language learning journey. At the same time, teachers can transform listening from an obstacle into an accessible and engaging skill, enabling students to achieve greater fluency and confidence in English.
