@article{oai:tamagawa.repo.nii.ac.jp:00001181,
 author = {Leichsenring, Andrew},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {Learner perceptions and experiences can aid in the conceptualization of how and
why learners use and prefer particular language learning strategies and language
use when developing language skills. This pilot study explored the opinions and
experiences of twenty-five Japanese university students on factors that improved
their speaking and listening skills through their reflections on three years of study
in an English language program. The learners indicated that opportunities to speak
English in class, a variety of activities and the socializing effect of speaking to others
in class were significant factors that helped to improve their speaking skills. Listening
skill improvements were perceived by the learners to result mainly from listening
to Teacher Talk studying for the Test of English for International Communication
(TOEIC) in class and listening to other learners speak English in class. Findings
from this research indicate that learner perceptions on language skill development
can be a valuable resource that teachers can utilize when they are designing and
implementing speaking and listening activities.},
 pages = {11--20},
 title = {Classroom-based Speaking and Listening Learning Strategies: Japanese Learner Preferences},
 volume = {3},
 year = {2017}
}