LISTEN2ME FOR DEVELOPING CRITICAL LISTENING
Description
This dataset reports the results of a quasi-experimental study investigating the effectiveness of the Listen2Me digital platform in developing critical listening skills among second-year philology students. The study was based on the hypothesis that students receiving platform-based instruction through the DeCCaR model would outperform those receiving conventional instruction. Critical listening performance was measured using a 5-point scoring system across five criteria: fact–opinion differentiation, emotive language identification, bias and propaganda recognition, speaker credibility evaluation, and reflection. The dataset includes 103 participants: 42 in the treatment group and 61 in the control group. Group descriptives showed that the treatment group obtained a higher mean score (M = 3.286, SD = 0.891) than the control group (M = 2.262, SD = 0.874). Welch’s independent-samples t-test confirmed that this difference was statistically significant, t(87.14) = 5.773, p < .001, with a large effect size (Cohen’s d = 1.160). Levene’s test indicated homogeneity of variances (F = 0.022, p = .883), while the Shapiro–Wilk test suggested deviation from normality (W = 0.878, p < .001), supporting the use of the Welch correction. Overall, the data indicate that the digital intervention substantially improved students’ critical listening performance.
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Steps to reproduce
The dataset was generated through a quasi-experimental research design comparing treatment and control groups. Participants were second-year philology students enrolled in higher education institutions in Uzbekistan. The treatment group used the Listen2Me digital platform, which was structured according to the DeCCaR model, whereas the control group received traditional instruction. Data collection was carried out through pre-test and post-test assessment of critical listening performance. The instrument consisted of five criteria: fact–opinion differentiation, emotive language identification, bias and propaganda recognition, speaker credibility evaluation, and reflective response. Each criterion was scored on a 5-point scale. The instructional intervention included digitally mediated listening tasks, guided analysis, and reflective activities. Following data collection, the dataset was analyzed in JASP using descriptive statistics, Shapiro–Wilk and Levene’s tests, and Welch’s independent-samples t-test. These procedures provide a transparent workflow for interpreting the data and reproducing the study in similar EFL contexts.