Heather M. Austin is a versatile and engaging EFL Instructor who has an MA in Applied Linguistics and over a decade of experience in the TESOL field in Turkey and Japan. In addition to teaching preparatory English, EAP, and ESP, she has been actively involved in materials development, curriculum design, educational technology integration, committee work, and conducting research. Her professional and scholarly interests include discourse analysis, Second Language Acquisition Theory, English for specific purposes, extensive reading, and educational technology. She takes pride in being a competent, well-rounded educator with a strong belief in cultural exchange and professional development. Email: hmaustin@live.com

 

Introduction

Developing listening skills in a second language often doesn’t get the attention it deserves in the language classroom. In fact, Newton and Nation (2021) argue that listening is “the least understood and most overlooked of the four skills (listening, speaking, reading, and writing),” (p. 37) despite the claim that around 50% of the time that students spend functioning in a foreign language will be devoted to listening (Nunan, 1998). In short, students will most certainly struggle to communicate effectively if they don’t develop solid listening skills. What’s more, there is a common misconception that teaching listening is often equivalent to testing listening because it is difficult to know to what extent students have comprehended a listening passage (Chang, 2017). Consequently, even less attention is paid to listening fluency development in the English as a foreign language (EFL) classroom. It has thus been my experience that many instructors, when faced with an overloaded curriculum, tend to cut the listening materials first. 

I wanted to take a different route with my classes, to go beyond the listening materials prescribed in students’ coursebooks. I chose to incorporate a type of listening practice that my students had likely never experienced before: Quicklistens, a fluency technique for listening proposed by Sonia Millett (2014). Despite the potential benefits of fluency-building activities (see Literature Review section), the aim of this study was in no way to identify measurable listening fluency gains through this task type. Any such benefits in the current study were incidental. Rather, I wanted to learn students’ attitudes toward this type of listening practice, including their own perceptions of its effectiveness as well as learner-identified areas of struggle that may naturally accompany the task type.

 

Literature review     

Many teachers are unfamiliar with what Quicklistens are and what sets them apart from other types of listening activities. These points will be discussed in this section. Furthermore, although this study was not designed to measure students’ listening fluency gains from the use of Quicklistens tasks in a controlled setting, there may, theoretically speaking, be a potential for such gains through incidental language learning. Incidental language learning is the language learning that occurs through exposure to language input without conscious intent to learn. The suggestion then is that students may have unwittingly improved their listening fluency through Quicklisten tasks. Thus, a brief theoretical explanation on how Quicklistens meet the requirements of an effective fluency-building task is also discussed.

 

A case for Quicklistens as a potential listening fluency-building task

To start, Newton and Nation (2021) highlight the fact that fluency development should not involve learning new language items; rather, it takes time out from this and instead focuses on getting better at what is already known. As such, fluency practice in class is often skipped, likely because it is not seen as moving students forward in their language learning. However, they emphasize that it plays a crucial role in students’ overall listening proficiency, indeed serving to reinforce what they have already learned so that they can move forward. Without it, new language items are built upon an unstable foundation, and students, in turn, stumble forward. 

So what activities constitute fluency practice? Newton and Nation have identified some characteristics of fluency in comprehending listening input, which Chang (2017) expertly summarizes to define listening fluency as “listeners’ ability to process aural input delivered at a normal speed with ease, without paying too much attention to decoding word meaning, and to reconstruct what is heard with what is already known,” (p. 15). This definition suggests that rather than being a passive skill with learner-as-sponge (Nunan, 1998) or even listener as tape-recorder (Anderson and Lynch, 1988, as cited in Nunan, 1998), listening is, in fact, a more constructive process in which learners actively participate. This process involves decoding sounds in a linear fashion (bottom-up processing) as well as using these incoming sounds as clues to access background knowledge (top-down processing) in order to reconstruct the intended meaning of the speaker. However, particularly with listening fluency, it’s important to note that listeners’ comprehension is highly dependent upon knowing most of the words and being able to recognize and decode their individual spoken forms. In this regard, van Zeeland and Schmitt (2013) present evidence that at least 95-98% of the running words in the listening should fall within learners’ previous knowledge, though Leonard’s (2019) study shows that the spoken forms of more than 93% of the running text must be recognizable to yield good comprehension. Newton and Nation (2021) go on to claim that learners should be familiar with 99% of the running words in the listening material (p. 214).

Various research has been done on fluency development and L2 listening (Schroeder-Van Cleve, 2007; Millett, 2008, 2014; Renandya and Farrell, 2011; Onoda, 2012; Chang and Millett, 2014, 2016; Chang, 2017; Leonard, 2019; Newton and Nation, 2021), and the benefits are numerous. Among other advantages, listening fluency development can: 

• serve as a bridge between decoding and comprehension

• stimulate changes in the nature of students’ language knowledge, called restructuring, through chunking (collocations, formulaic language, etc.), which can reduce the cognitive processing demands of meaning-focused input and output

• help overcome the barrier of launching into communication by strengthening students’ foundational knowledge and reducing students’ affective filter (Krashen, 1982)

• develop aural vocabulary

• promote thinking in the target language

• boost students’ confidence and motivation

• be very enjoyable and interesting for students

With all of these benefits in mind, listening fluency practice deserves more attention in the language classroom. Quicklisten tasks are one activity that may be able to meet this need.

 

What exactly are Quicklisten tasks?

Quicklistens are a type of extensive listening practice. According to Renandya and Farrell (2011), extensive listening is “all types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input,” (p. 56). In other words, the essence of extensive listening is to do lots of listening practice with enjoyable material that is meaningful and at an appropriate level. This material or input can take the form of podcasts or vodcasts, TV shows, movies, radio, audio books, and many resources on the internet, such as YouTube videos. Such listening practice, usually done by students in their free time, is beneficial for two main reasons: (1) it helps learners get better at decoding the words they hear when listening to large amounts of input with repeated linguistic patterns, and (2) it increases their knowledge of the world, which then becomes part of their background knowledge for comprehending future input (Chang, 2017).

More specifically, in-class Quicklisten tasks involve learners listening to a small part or chapter of a graded reader (hereafter referred to as “listening input”) while simultaneously answering simple comprehension questions. This activity is repeated in every class until the graded reader (the story) is finished. Quicklistens should be consistent, quick, and focused. Learners “are required to listen, process the information, and then write answers: input 🡪 thinking 🡪 output. They have to do all these things in English and they have to do them quickly,” (Millett, 2014, p. 65). According to Millett (2018), Quicklistening is based on the well-documented benefits of extensive reading and its fluency-building principles: high student interest; repeated exposure to level-appropriate high frequency vocabulary and grammar; and the key fluency principles outlined by Newton and Nation (2021) below (in order of importance). The following analysis more specifically demonstrates how Quicklistens meet not only Newton and Nation’s initial four fluency principles, but also a fifth criterion that has been more recently added by Nation (2024):   

Easy material	A level-appropriate graded reader, which will be used as the listening input, is selected to ensure the 95-98% already-known-vocabulary criteria is likely met. Also, the while-listening comprehension questions are simple and in the same order as the information in the listening input.
Accurate comprehension of input (Nation, 2024)	Students must truly understand what the while-listening comprehension questions are asking for in order to write the correct answer when they hear it, particularly because many of the questions do not match the incoming listening input verbatim.
Time pressure or push to go faster	Students must listen, process what they hear, and then write the answer. There is no time to translate back and forth between their L1 and the target language. If what has just been said is missed, there is no going back to it since what will be said next must be attended to. The speed of the listening input can also be adjusted.
Meaning-focused	The while-listening comprehension questions check listeners’ understanding as they listen in real time, that is, without pausing, slowing down, or repeating the listening input.
Lots of practice opportunities	The whole graded reader is covered over several lessons with the Quicklisten activity being done (repeated) for each chapter. Multiple readers can also be covered throughout the course.

It is with all of the above information in mind that I incorporated a Quicklisten component into four communication classes I taught in the Spring 2023 semester. My aim was twofold: (1) to learn students’ attitudes toward this type of listening practice, which they were likely unfamiliar with, and (2) to expose students to a fresh task type they had likely had never encountered before, thus potentially enhancing their listening skills incidentally.  

 

Method

Participants

In the Spring 2023 semester, 83 native Japanese-speaking students participated in Quicklisten tasks in four of my English communication classes at a private Japanese university. This number consisted of one class of 18 second-year students working at a B1 level on the Common European Framework of Reference for Languages (CEFR) and three first-year classes totaling 65 students working at an A2 level on the CEFR. All classes met twice a week for 15 weeks, and Quicklisten tasks were implemented for a total of six consecutive weeks therein. 

 

Procedure

I started the Quicklisten tasks in the 5th week of the course so that I could get to know the students and their level a bit more before choosing two graded readers to be used as the listening input. Each book was broken into six chapters each, meaning there were 12 Quicklistens in total. I read one chapter aloud at the beginning of each lesson, spanning the course of six weeks. I created while-listening comprehension questions for each chapter of each book after carefully studying the question types in samples provided by Victoria University of Wellington (n.d.). Each chapter had a different number of questions according to its length. A sample can be seen in Appendix A. 

Using Millett’s (2014, 2018) directives, I followed (and adapted when necessary) the guidelines for setting up Quicklisten tasks:

Millett’s (2014, 2018) Directives	My Approach
Choose a graded reader, at a level that suits your students.	I spent the first few weeks of the course getting to know my students before choosing two books I felt were appropriate for their level in terms of both language and content.
Buy the Graded Reader/CD set.	I bought one teacher’s copy of each of the graded readers I used, but I chose to read aloud to students rather than use the CD as it gave me more control over speed, pronunciation, and storytelling elements like tone and character voices.
Provide each student with a copy of the while-listening questions.	I provided each student with a copy of the while-listening comprehension questions right before each listening input. Before starting, I went over the questions with the class to ensure students understood the grammar of each question as well as what type of information it was asking for. When necessary, I also pre-taught words that they likely did not know but were key elements of the story, such as “rubble.”
Introduce the story.	On the first day of each book, I introduced the story by reading aloud and discussing the blurb on the back. Doing so both set the scene and introduced the main characters. On all subsequent days of reading each book chapter aloud, I would start the task by eliciting a recap of what happened in the previous chapter. This not only helped students remember the story, but it also prepared them for the next set of questions as they often referred to the previous chapter’s questions to respond to my recap elicitations. We also discussed certain elements of the story, including their opinions of certain characters and events as well as predicting what might happen next in the chapter we were about to read.
Play a chapter of the graded reader CD while the students answer the while-listening comprehension questions.	At the beginning of each class, I read one chapter of the book aloud, at times becoming animated according to the situation happening in the book and changing my voice for each character. I found that this was not a feature of most graded reader CDs but one which students appreciated (see more about this in Section 4 below). Students listened and answered the while-listening comprehension questions while I was reading aloud. At no point did they read along or have access to the text; they were only listening and writing answers.
Go over the answers in class.	I elicited the answers from students immediately after each Quicklisten task. I reminded them that concepts were also correct, not necessarily the words they heard. For example, if the correct answer from the listening input was “film” but they wrote “movie” instead, the answer was still correct. In fact, such paraphrases may even demonstrate a higher-order skill set being used. As an adaptation, I also had students record their scores for each task on a Quicklisten Progress Chart to track their results, just as is done with speed reading, with 70-80% comprehension being the goal for increased fluency (Millett, 2017; Nation and Waring, 2020). Not only is 100% comprehension not a realistic expectation when the emphasis is on increasing speed, but it is also not a helpful goal as it would encourage slower reading. Thus, students tracking their comprehension results was used as a motivator to show learners that an increase in speed is easily possible without the loss of adequate comprehension (I.S.P Nation, personal communication, August 1, 2023), just as in speed reading tasks for reading fluency. After the answers were discussed, students shared their reactions to what happened in the chapter.

 

Student survey

After finishing the last graded reader, I gave students an anonymous survey to learn their perceptions of the Quicklisten tasks they had done over the past six weeks. I prompted them with four straightforward questions:

1. Did you enjoy the Quicklisten tasks?

2. Do you think the Quicklisten tasks improved your listening skills?

3. What was the most difficult part of the Quicklisten tasks?

   •  Speed

   •  Vocabulary

   •  Pronunciation

   •  Attention/Focus

   •  Your own idea

4. Do you have any other comments (something you want me to know) about the Quicklisten tasks?

All 83 students answered anonymously on slips of paper I gave them in class. I collated and analyzed their responses, which showed that most students had positive perspectives on Quicklistens.

 

Survey results and discussion

From this question, it is clear that the majority of students felt positively about their experience with Quicklistens. Instead of writing a simple yes or no answer, some students wrote comments like “I loved it!” or “I didn’t love it but I didn’t hate it,” and such responses were categorized accordingly. Overall, the results of this question are significant for instructors considering implementing Quicklisten tasks because they demonstrate that this type of listening practice would likely be well-received by students if implemented in their own classes.

Question 2 is particularly enlightening, with 98% of students responding positively, 1% responding negatively, and 1% responding in the middle. It is worth noting that all students in the outlying 2% in Question 2 responded positively to Question 1, indicating that they enjoyed Quicklistens despite not feeling they benefited from them. Moreover, the 13% of students who did not respond positively to Question 1 all responded positively to Question 2, suggesting that even though they claimed not to enjoy Quicklistens, they still saw the benefit of the activity and felt they had improved their listening skills to some extent. Thus, this insight could help to ease the minds of instructors who are particularly worried about the performance of students who may dislike Quicklistens; even if they don’t like it, they still feel they are learning from it.

Question 3 was open-ended and focused on potential difficulties students had during the Quicklisten tasks, with some students noting down multiple reasons. As a result, there were 96 total responses for this question. Of these responses, the most common issue students had was paying attention to or focusing on the task, likely because of the pressure that naturally comes along with the possibility of missing a question. This was surprising to me because I anticipated speed to be the number one difficulty, which was the number 2 reason at 29%. If teachers are reading aloud, the challenge of speed can easily be remedied by simply slowing down. Alternatively, the speed of the CD/recording can be adjusted. Vocabulary issues ranked at 12%, indicating that for these students, either an even lower-level graded reader or more pre-teaching of relevant vocabulary is required (Pan, Tsai, Huang, and Liu, 2018). This was followed by difficulties related to understanding/imagining the story at 8%. This suggests that spending more time on recapping the previous chapter would be helpful for students to visualize the story better, particularly because the story is covered chapter by chapter rather than all at once. Another challenge reported by multiple students was pronunciation at 7%, which the teacher can better support by enunciating more while reading. Other challenges, which were 7% of responses, included difficulties with certain question types, there being too many characters to follow in the story, complex grammar, the connection between sounds, listening and writing at the same time, as well as delays in realizing a question was missed before rushing to the next question. Interestingly, 5% of students responded that they didn’t find the Quicklisten tasks difficult at all. While this seems positive, it could indicate that these students may benefit from a higher-level graded reader selection.

Question 4, which was optional, was perhaps the most insightful as it allowed students to expand on their perceptions. There were 46 responses to this question in total, which are written verbatim in the table below. All responses were grouped thematically, resulting in five themes as seen in the table below. 

Theme	Student Responses
Task Enjoyment	I want to try this more. I want to do more this activity! I really liked it and want to do it more. You should keep doing this for students. I enjoyed it. I enjoyed filling blanks! It was fun to try to get good score. I like QuickListen time! I thought I want to get better score before and did my best! I don't have listening practice time at any other classes, so this was very good chance for me. I love this training! Want more activities I was enjoy! It's fun.
Content-related	I enjoyed the story. The stories was different so it was interesting. I want to do more books too! I want to try other books. I want to listen more story and many kind of story. I want to do more books. Emotional story please
Task Implementation	I liked this activity so I want to do it more earlier. Story and way you read was good. This activity was good for me as first exercise in every lesson. It is easy to understand your explanation. I want to start this QuickListen activities earlier. I want to do this activity every class in this semester. It was good for me that there was time to read questions. I could make my head clear during listening the story. Your how to read and speed was good! It helped that you taught us some difficult words before listening. I wanted to take this at the end of the class rather than start.
Improved Skills	Improved our listening skill I think this activity really helped improve my English skills. I don't have habit of listening English. So, I was helped by you. I think my listening skills have improved a little. I can improve my listening skills while having fun so I hope you will continue to do so. It's good for improving my listening skills. I was very fun and good way to improve and training listening skills. I'm bad at listening English and I hate it because I can't understand. But doing this continuously cause my English hearing skills to improve. For almost all the students, it's good regardless of like or not. So effective tips! I don't get the hang of listening English yet, but my English skill is gradually improving. I'm glad I could take your class. I felt that my English skills were improved when we started Quick Listen activities, so I want to continue this practice. I could be sure that my listening skill become improve! I think this activities improved my listening skills. Thank you for this opportunity My listening skill improved.
Difficulty/Other	Sometimes the answer was unclear so I had to think of an answer. In short term, I can't improve my listening skills, so I wanna keep this learning. I should have listen more carefully. I should improve my word skills more to understand contents.

The responses for Question 4 were overwhelmingly positive and provided additional insight on how students felt about their Quicklisten experience. Upon further examination of individual comments, there were a few that especially stood out. First of all, as mentioned in comments 6 and 7, some students were motivated by keeping track of their scores. This shows that, as with speed reading, having a record of progress to refer to can be motivational as students often try to improve upon their previous scores. Other comments were related to task implementation. Comments 26 and 28 indicated students not only consciously noticed but also appreciated the pre-tasks that prepared them for the main Quicklisten task, while comments 21, 23, and 27 suggest students liked the personalized nature of hearing the teacher read the book aloud as opposed to a CD. Another theme that emerged, with the largest number of comments, was students feeling their skills improved to some extent. In particular, comments 32, 37, and 38 highlighted the need for listening fluency practice as these students did not feel confident in their current L2 listening abilities. Some students also expressed that they wished the Quicklisten tasks had started earlier or could continue throughout the course, like in comments 20, 24, 25, 34, and 39. Moreover, certain students even went as far as to advocate the use of Quicklisten tasks for other students, as seen in comments 3 and 37. However, some students commented on their struggles, with comments 43, 45, and 46 pinpointing some of the specific difficulties they faced during the task. Another notable point of interest was comment 44. It shows that while the student didn’t feel his/her listening skill had improved during the six weeks Quicklistens were done in class, he/she did see how these tasks could be beneficial in the long-term and wanted to continue doing them.

Overall, the survey responses demonstrate that Quicklistens were a welcomed addition to my students’ language study. They not only enjoyed them but also consciously recognized the benefits of them. Quicklistens go beyond mere comprehension tests; they are a multifaceted approach designed to motivate and actively involve students in listening fluency practice through concentrated storytelling. 

 

Limitations and suggestions

While this paper generally supports the contention that English language learners can benefit from Quicklisten tasks in important ways, there are, of course, some limitations to be considered. First and foremost, whether or not Quicklistens lead to measurable gains in listening fluency development is a question to be answered by a more controlled study, which this paper was not and never intended to be. A design that includes a control group and pretest examining of listening fluency levels, along with an analysis of statistically sound data, would certainly enhance the reliability of a controlled study with such aims. Moreover, an electronic survey with more targeted Likert-scale-style questions would have likely allowed for a more comprehensive understanding of students’ experience with Quicklistens.

In addition, I recommend implementing more Quicklistens for a much longer period of time than was done in this paper. Chang and Millett’s (2016) study showed that far more practice is needed to see real gains in listening fluency, with their participants having completed a whole book and around 200 fluency questions each week for 13 weeks. Thus, a more intentional implementation of Quicklistens would not only meet the call for more Quicklisten practice and more books from students in the current study’s student survey, but it would also better meet Newton and Nation (2021)’s fluency development principle of plenty of opportunities for repeated practice. However, Millett (2008) warns that fluency tasks shouldn’t “drag on” until everyone is thoroughly bored with them, so teachers should make adjustments as they see fit. 

Furthermore, Quicklistens have the potential not only to improve listening fluency but also to facilitate comprehension, with the latter necessarily involving a required level of accuracy. As fluency building often comes at the expense of accuracy, particularly when time constraints are involved, it is important to ensure fluency development techniques have an element of support that promotes accuracy embedded within them (Boers, 2014; Nation, 2024), which can come in the form of pre-task preparation or interventions. Millett (2014) suggests a variety of activities to serve as Quicklisten preliminary tasks that could activate listeners’ background knowledge as well as increase the accuracy of listeners’ comprehension. These include going over the book cover, photos, and character list when introducing the graded reader and setting up the activity for the first time; reviewing the story so far before each subsequent Quicklisten; reading the comprehension questions for repeat-after-me pronunciation and intonation practice; trying to guess the answers to the comprehension questions from context; and predicting what might happen next in the story. Though I did incorporate many of these activities, spending more time on such tasks is recommended.

 

Conclusion

It is my hope that this paper, through its examination of theoretical underpinnings and overwhelmingly positive student perspectives, serves as motivation for teachers to experiment with Quicklistens in their own EFL classrooms. There are, admittedly, some pitfalls in the approach I took to implementing Quicklisten tasks in my own classroom. However, this does not take away from the fact that Quicklistens are focused, multilayered, and rich in learning potential, and students view them as refreshing and effective in developing their listening skills. At the very least, Quicklistens are a great way to spice up any teacher’s approach to L2 listening practice.

As noted by Chang (2017), many students believe that speaking a language is superior to understanding it, without realizing that listening often naturally precedes speaking. With fluency being foundational in nature, helping students become comfortable and confident in their existing L2 listening abilities is critical. Thus, teachers should seriously consider incorporating more listening fluency tasks like Quicklistens into their lessons. Without them, it will be difficult for students to move forward in their knowledge of the target language with greater ease and confidence. 

 

References

Boers, F. (2014). A reappraisal of the 4/3/2 activity. RELC Journal, 45(3), 221-

235. https://doi.org/10.1177/0033688214546964

Chang, A. C.-S. (2017, November). What can L2 teachers do to assist L2 learners to develop listening fluency? CONTACT Magazine, 43(3), 15–20.

Chang, A. C-S., & Millett, S. (2014). Effect of extensive listening on developing L2 listening fluency: some hard evidence. ELT Journal, 68(1): 31–40. https://doi.org/10.1093/elt/cct052

Chang, A. C.-S., & Millett, S. (2016). Developing L2 listening fluency through extended listening-focused activities in an extensive listening programme. RELC Journal, 47(3), 349-362. https://doi.org/10.1177/0033688216631175

Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Leonard, K.R. (2019). Examining the relationship between decoding and comprehension in L2 listening. System, 87, 102150. https://doi.org/10.1016/j.system.2019.102150

Millett, S. (2008). A daily fluency programme. Modern English Teacher, 17(2), 21–28.

Millett, S. (2014). Quicklistens: using what they already know. Modern English Teacher, 23(4), 64-65.

Millett, S. (2017). Speed readings for ESL learners 500 BNC. School of Linguistics and Applied Language Studies (English Language Institute Occasional Publication No. 28), Victoria University of Wellington. Retrieved from http://www.victoria.ac.nz/lals/about/staff/sonia-millett

Millett, S. (2018). Quicklistens. Victoria University of Wellington. https://www.wgtn.ac.nz/__data/assets/pdf_file/0005/1662269/1.-Introduction-to-Quicklistens-2018.pdf

Nation, I.S.P., & Waring, R. (2019). Teaching Extensive Reading in Another Language. Routledge. https://doi.org/10.4324/9780367809256

Newton, J. M., & Nation, I. S. P. (2021). Teaching ESL/EFL Listening and Speaking (2nd ed.). Routledge. https://doi.org/10.4324/9780429203114

Nunan, D. (1998). Approaches to teaching listening in the language classroom. Proceedings of the 1997 Korea TESOL Conference. KOTESOL, South Korea, 1-10.

Onoda, S. (2012). The effect of QuickListens and extensive listening on EFL listening skill development. Extensive Reading World Congress Proceedings, 1, 176-179.

Pan, Y., Tsai, T., Huang, Y., & Liu, D. (2018). Effects of expanded vocabulary support on L2 listening comprehension. Language Teaching Research, 22(2), 189-207. https://doi.org/10.1177/1362168816668895

Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast!” Extensive listening in ELT. ELT Journal, 65(1), 52-59. https://doi.org/10.1093/elt/ccq015

Schroeder-Van Cleve, J. (2007). The advantages and challenge of fluency instruction. Graduate Research Papers, 1485.

van Zeeland, H., & Schmitt, N. (2013). Lexical coverage and L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457-479. https://doi.org/10.1093/applin/ams074

Victoria University of Wellington (n.d.) Speed reading and listening fluency (Sonia Millett). https://www.wgtn.ac.nz/lals/resources/paul-nations-resources/speed-reading-and-listening-fluency
 

Appendix A: Sample while-listening comprehension questions

Help!         Chapter 1     “Every Morning”

1. What time is it?

2. What is Teresa’s job?

3. Teresa thinks Frank should go look for a _________.

4. What is Frank’s job?

5. Frank never finishes his ___________.

6. How does Frank write his books?

7. Teresa thinks they must have more ________________.

8. Frank’s _________ are a little dirty.

9. Teresa wants a nice ____________.

10. How much of Frank’s book did Teresa read?

11. Teresa sent Frank’s book to all the big London and Hollywood _____ ______.

12. Did Teresa say goodbye when she left for work?

13. What did Teresa forget at home?

14. How old is Teresa?

15. How much money does Frank make?

 

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