The Listening Post
The JALT Listening SIG Journal
June 2024 – LPLS 2 (1)
Editorial
Another year, or actually more, in the life of listening. As the year takes us from clickbait articles extolling the benefits of AI, or else the dangers of AI, one could be excused for thinking that in this brave new world, all a teacher or language learner needs to do is prompt ChatGPT for literally anything at all. Of course, the need for listening and teaching of the skills involved is not going away any time soon, and in spite of a delayed issue, nor is this journal.
For this, our second issue, Michael Alan Essex details his research comparing the effects of reading then listening with listening only, something that is overdue for attention. Naheen Madarbakus-Ring provides a Live Listening: Teaching Report on using independent listening journals, and Liam Ring provides a review of Marnie Reed and Tamara Jones’ (2021) Listening in the Classroom: Teaching Students How to Listen.
We would like to thank all our writers for their hard work and the reviewers who volunteered their time and expertise to provide a rigorous environment for listening research to flourish. Without your hard work, we have nothing.
We hope that this issue provides you with food for thought for your own research and practice. Please get in touch with us at listening@jalt.org if you have any ideas for an article, or a review.
Marc Jones
The Listening Post Editor
Listening SIG Publications Officer
JALT Listening 