Restricted Access Thesis

Degree Name



This Capstone explores the academic listening skills of secondary English learners (ELs), and determines that a task-based approach to L2 listening instruction with explicit instruction in meta-cognitive strategies enhances ELs' listening comprehension of science content related to global warming. The classroom-based research design actively engages learners in the L2 listening process by giving them specific tasks that foster purposeful listening. Additionally, it examines whether repeated, focused replays of YouTube videos enable students to identify a greater number causal relationships and cause and effect signals in the narration. Data were collected using a pre-and post-study questionnaire and a cause-and-effect graphic organizer in order to promote student reflection and to evaluate progress during and after task completion. This Capstone suggests that educators can better serve the academic listening needs of their students and help build their confidence through purposeful, task-based instruction that explicitly models effective listening behaviors.