1. Status Quo Listening skill difficulties: Many EFL learners, especially those with lower proficiency levels in the language, find that of all the skills areas of English, it is listening that is most difficult for them[…] (Renandya and Farrel: 2010) Listening skill and other areas: The cognitive literature reviewed has indicated that there are links among beliefs, motivation and strategy use. (Yang: 1999) Use of video: The use of video does influence L2 performance, although there is debate of the extend of the influence, or whether it is positive or negative. (Wagner: 2010) Possible alternative : […[video, as a medium, enables learners to use visual information to enhance comprehension. (Hayati and Mohmedi: 2011) How to improve your listening while having fun Francesc Martí Aluja Silvia Guallar REFERÈNCIES Hayati, Abdolmajid, and Firooz Mohmedi. "The Effect of Films with and without Subtitles on Listening Comprehension of EFL Learners." British Journal of Educational Technology 42.1 (2011): 181-92. Web. Nation, I. S. P., and J. Newton. Teaching ESL/EFL Listening and Speaking. New York: Routledge, 2009. Print. Renandya, W. A., and T. S. C. Farrell. "'Teacher, the Tape Is Too Fast!' Extensive Listening in ELT." ELT Journal 65.1 (2010): 52-59. Web. Wagner, Elvis. "The Effect of the Use of Video Texts on ESL Listening Test-taker Performance." Language Testing 27.4 (2010): 493-513. Web. Yang, Nae-Dong. "The Relationship between EFL Learners' Beliefs and Learning Strategy Use." System 27.4 (1999): 515-35. Web. Innovative Proposal English skill extra-curricular project: MODERN FAMILY Alternative listening source that will motivate the students to do their compulsory projects. 4 Tasks to do as homework. Individual and groupal feedback. Possible peer evaluation OBJECTIVES To motivate students and to ensure they will practice their listening skills To test an alternative listening material to compare it to the tapes ASSESSMENT Different rubrics to asses the student’s work Relevant impact on the final mark Context of the School IES CANIGÓ State Secondary School Multilingual School: Catalan, Spanish & English PROBLEM/QUESTION: Low level on the student’s listening abilities compared to other English skills. GROUP DESCRIPTION: 4th Eso:  28 students  Demotivated  Low levels of listening  Traditional listening Methodology 1st Baccalaureate:  27 students  demotivated  no participation  low levels of listening  Traditional listening Methodology Conclusions STRENGTHS Alternative and more interesting listening source Individual and group feedback will enhance student’s motivation Exercises are not true/false or right/wrong, but rather creative Students can express their opinion Uses rubrics and offers peer evaluation as a possibility Final product (imdb/rotten tomatoes review) that has a social impact WEAKNESSES Dependant on new technologies Student’s background Personal preferences Risk of plagiarism POSSIBLE OUTCOME Successful task Improve motivation and self- confidence Improve their listening skills Change their perception of the English subject