从全班重播到学生自主听力支持：学术英语互动式听力网页的行动研究

From Whole-Class Replay to Student-Controlled Listening Support: An Action Research Study of Interactive Listening Webpages in EAP

摘要: 研究基于西交利物浦大学一年级初级阶段学术英语听力课堂开展，旨在回应混合能力班级中，教师统一控制全班音频重播难以兼顾个体需求的问题。研究者将学生用书中的听力任务改编为互动式HTML网页，使学生在完成全班共同听力后，能够在个人设备上提交答案、获得即时反馈，并按题目需要，自主重播相关音频片段；必要时，学生还可以查看题目分段听力文本稿。研究采用小规模行动研究设计，通过11份学生问卷和3次半结构式访谈收集学生体验数据，并结合描述性统计和主题分析进行处理。结果显示，学生普遍认为该网页有助于按照自身节奏复盘错误、聚焦困难片段，比传统全班重播更高效、更私密。同时，研究也表明数字工具不能替代教师指导，教师仍需在听力策略、互动网页功能使用顺序和课堂设备管理方面提供清晰支架。研究为学术英语听力课堂中更具差异化和反思性的重播支持提供了实践启示。

Abstract: This action research study was conducted in a Year 1 Foundation EAP listening classroom at Xi’an Jiaotong-Liverpool University. It addressed the problem that teacher-controlled whole-class replay cannot fully meet individual needs in a mixed-ability class. An interactive HTML listening webpage was introduced so that students could submit answers on their own devices, receive immediate feedback, replay question-specific audio clips, and consult segmented transcripts as delayed support. Data were collected from 11 survey responses and three semi-structured interviews, and were analysed through descriptive statistics and thematic analysis. The findings suggest that students valued the webpage because it enabled self-paced review, targeted replay, and more private checking of mistakes. However, the tool should be accompanied by teacher guidance on listening strategies, transcript use, and device management. The study offers practical implications for differentiated and reflective listening support in EAP classrooms.