@article{oai:tamagawa.repo.nii.ac.jp:00001165,
 author = {Hoa, Lai Bao},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {Listening skills have been proved to be important among the four language skills; however, research and teaching listening has not been paid sufficient attention to (Brown, 2014). Recent studies have shown that Japanese learners’ weakness is still listening because of their lack of ability to decode sounds as linguistic forms. (Yonezaki, 2014). Yonezaki (2014) added that the lack of teachers’ instructions on how students can actually listen for listening purposes, not for non-listening purposes is another reason. A listening portfolio, which enables students to listen extensively to various and freely chosen topics, and requires them to practice decoding the sounds they recognized, then reconstruct all that they decoded in writing through dictation, is recommended in this paper. When in- class time is limited, a course project asking students to work out of the class should be considered as an assessment method and a teaching technique. The listening portfolio, combining extensive and intensive listening, not only addresses Japanese learners’ weaknesses when listening to English, but also gives them chances to listen actively, effectively, and enjoyably.},
 pages = {95--106},
 title = {Listening Portfolio: A Combination of Extensive and Intensive Listening},
 volume = {6},
 year = {2020}
}