Lyrics training as a self- assessment tool for enhancing english listening comprehension in university students

Abstract

This study aimed to describe the use of LyricsTraining, a music-based platform and interactive listening activities, as a self-assessment tool for improving listening comprehension among university students learning English as a foreign language. The research was conducted using a qualitative phenomenological approach, allowing the researchers to understand participants' experiences, perceptions, and strategies when using the platform to improve listening comprehension. The participants were seven students’ pedagogy of national and foreign languages from Universidad Estatal Peninsula de Santa Elena, selected through purposive sampling. Data was collected through individual online interviews and analyzed according to four main categories: self-assessment strategies, how the app contributes to the development of listening comprehension, the platform's innovation compared to other traditional listening activities, and students' overall perceptions of using LyricsTraining as a self-assessment tool. Examining the results, the researchers concluded that LyricsTraining promotes independent learning. This is because students were able to identify their mistakes, monitoring their progress, and implementing strategies to reinforce their learning. Additionally, students noted significant progress in vocabulary recognition, pronunciation, and listening skills. The app was also perceived as a motivating and engaging tool with the power to transform traditional learning into an enjoyable experience. The study recommends incorporating this type of digital tool into English classrooms to promote autonomy, motivation, and continuous improvement of English skills, especially in listening comprehension.