INHALT: Authentic listening in the digital era provides learners with audio control options. Self-paced listening tasks—where learners can pause and rewind the audio input—are increasingly used in digital EFL classrooms, and self-paced listening is sometimes recommended as a special arrangement for learners with specific learning difficulties. But to what extent does self-paced listening increase test fairness, especially for learners with dyslexia or other processing difficulties? How does it affect test scores and anxiety in learners? This webinar explores key findings from recent research on self-paced listening and examines how these insights can inform fair and more inclusive teaching and assessment practices in the EFL classroom. #Englisch #Inclusivity #listening #self-paced #Team_FK #AE12012026

Vortragende(r): Elisa Guggenbichler Kathrin Eberharter

Termin(e):
Gruppe 1, 23.04.2026 16:00 - 17:30 Uhr

Ort: virtueller Raum

Zielgruppe(n): Pädagog/inn/en

Kontakt: fortbildung@ph-tirol.at

LERNZIELE: To understand what self-paced listening is and how it differs from traditional listening settings. To explore recent research findings on the effects of self-paced listening, with a focus on test fairness. To reflect on how first language reading difficulties may influence second language listening comprehension. To raise awareness of the needs of learners with specific learning difficulties, especially dyslexic learners, in listening tests. To discuss the implications of research for classroom practice and assessment design in the EFL context.

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