Electronic Audio Recorded Lectures (EARL) and Students' Listening Comprehension Skills

Listening is fundamental to the development of English language learners’ comprehension, serving as a key process through which learners construct meaning from spoken language. Hence, in the advent of blended learning, the researcher's pre-assessment performed utilizing Radio-Based Instruction (RBI), 60% of the student participants had their listening comprehension abilities rated as inadequate. Thus, this study explored on the effectiveness of Electronic Audio Recorded Lectures (EARL) on students’ listening Comprehension skills in terms of content, relevance, instructional quality, acceptability, and technicalities of Grade 11 Humanities and Social Sciences students of Virginia F. Griño National High School for the school year 2022–2023. The audio resource consists of pre-listening activities, listening tasks, post-listening activities, and homework/assignment or practice employed in experimental group who have a problem in their listening skills. To provide substantial analysis, true experimental research design (TERD) was applied employing the Pretest-Posttest design. They were divided into two groups (control and experimental) using a simple random sampling technique. The main instrument used was a researcher-made instructional material for the subject English for Academic and Professional Purposes (EAPP), particularly lessons covered in the second quarter. A designed Table of Specification, instrument validation, and pilot testing were conducted to determine the reliability of the test instrument. Furthermore, data were analyzed using mean, T-test and Pearson-Product Moment Correlation. Findings of the study conveyed that the utilization of EARL was highly effective in enhancing the listening comprehension of students. The findings indicate that the developed listening instructional material positively influences students’ language learning, particularly their listening comprehension. These findings support its potential use as a supplementary resource in English language instruction.