A Test of Instructional Strategies for Listening Improvement in a Simulated Business Setting

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Abstract
Four different instructional approaches for improving listening were compared: a control group, a lecture, a video role model, and a lecture plus a role model. The students' listening techniques were then observed in a simulated supervisory-subordinate conference. Students exposed to the video role model asked more questions than those not exposed to it. Also those students exposed to any three of the instructional strategies did a better job of summarization and were more likely to take notes than the control group.

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