Structured Transcript Use in L2 Listening: Comprehension, Vocabulary, and Confidence

Abstract

Listening to authentic spoken language can be especially demanding for learners in intensive language programs. Learners are often expected to follow rapid speech, recognize unfamiliar vocabulary, and make sense of the overall message at the same time. This action inquiry project involved 12 students in the same Modern Standard Arabic (MSA) course at DLIFLC, with students representing different levels of listening proficiency. The project examined how these military language learners experienced a structured approach to transcript-supported listening, with particular attention to their perceptions of comprehension, vocabulary retention, and confidence. To help address these challenges, transcripts were built into listening activities using a structured approach. Students first listened to the audio to understand the main idea. Afterward, they used the transcript to confirm their understanding and examine the content more closely. Student feedback was collected anonymously through Microsoft Forms and indicated that students perceived the transcripts as helpful for understanding the audio and remembering new vocabulary. Many students also reported that having access to the transcript made difficult listening tasks easier to work through and increased their confidence when listening to unfamiliar material. Students reported that when the transcript came later, they could focus on understanding the main idea first and use the written text afterward to check what they had heard. This feedback supports using transcripts at selected stages of a listening activity rather than throughout the entire task. Pedagogically, instructors can use delayed transcripts to support comprehension without replacing independent listening practice.