Active Listening Strategies of Academically Successful University Students

This article discusses the active listening strategies used by academically successful university students. It explores the importance of effective communication in the educational environment and provides recommendations for improving active listening skills. The research findings highlight the benefits of active listening and suggest strategies for educators to enhance student engagement in the classroom.

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Running Head: effective communication
EFFECTIVE BUSINESS COMMUNICATION
6/4/2019
Student name

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Active Listening Strategies of Academically Successful University
Students
Communication is interaction, sending, or receiving of messages in the same
interpretation as send. This is important in every aspect, whether it is between any person, group
of people, in education felid, or working environment. Having effective communication is
necessary to diminish any sort of misunderstanding, disturbance in relations between individuals,
and most importantly learning new concepts. Communication can happen through verbal form or
non-verbal that is writer form. The report will focus over verbal communication while
considering active listening as a key element of communication that would affect the happening
and effectiveness of communication. The literature will discuss the key aspects and strategy for
active listening among college students. The problem statement that the researcher considers is
the quality or ability of scholars of the university in an educational environment and its influence
over learning. Moreover, the scholars who are not interested in listening to the educational
material, that they are not able to understand what the tutors are teaching and passing time
instead of listening and understanding (Canpolat, Yildrim, & Canpolat, 2015).
The talent of listening is the major verbal ability that people procure. Factually, fetuses
listen to speeches external to the womb as primary to be 5th month of incubation. Possibly, given
its number one placement amongst linguistic capabilities, the numerous explanations of listening
differ. In trendy, but, listening accommodates directing a message that is transmission, hearing
that communication, and interpreting it to make sense. Listening does not mean viewing the
other person inactively, however building an attempt to get hold of and interpret messages in an
effort to absolutely achieve verbal exchange (Leland, 2015).

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Ability to grow to be both personalities and social actors with the aid of the usage of
linguistic capabilities, people listen, observe, identify, encounter others, ponder, and interpret a
way of listening. As the maximum vital approach of knowledge in each length of human
improvement and progress, listening had recounted to be essential amongst linguistic
competencies. Through using the allowance, in view that people create sense of all sorts of
noises that they receive through lifetime and keep them in their reminiscence as an essential a
part of their gathered experience and expertise, listening however is correspondingly vital in
studying. The actions of listening that distinct plays to meet affective, cognitive, and social
supplies at some stage in the strategies of official and casual schooling is multidimensional.
Moreover, Listening is a motion, which persons involved in affective, psychomotor-primarily
and cognitive based methods then, definite to be a linguistic ability, ought to be executed
strategically also urbanely in any mode of verbal exchange. While listening, persons aren't
unreceptive receivers who would stay quiet and obedient even though records are communicated,
but then again energetic receivers presenting their opinions and feelings in approaches both
nonverbal and verbal. Listening approach expertise opinions conveyed in the discourse,
organizing then comparing them, figuring out the interrelationships, besides deciding on one’s
value memorizing. The research also considers the key relevance of active listening in
classrooms environment (Fancsali & Savitz-Romer, 2015).
Considering the classroom environment, the precise shape of listening is energetic
listening. Not like passive listeners, they are trying for finding solely to keep thoughts in their
concentrations, energetic listeners each create thoughts and proportion those mind via expressing
them in verbal and non-verbal methods. The noticeable outside symbols and symptoms of lively
listening consist of physically showing feeling, collaborating with contributors of the institution

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of auditors, substantially conveying endorsement or else condemnation that is assumed,
displaying actions engaged closer to listening, enquiring problems around what has been stated,
also subsidizing suitable clarifications and remarks. Another key aspect to be discussed, which is
vital to active learning element are the strategies that could be developed to enhance active
listening (Tarhini, Rouibah, & Yammahi, 2018).
As a share of the erudition practices in the course of the strategies of training, every
person develops listening strategies which can be psychomotor-based totally, cognitive, or
affecting in nature. At the same time as imposing cognitive listening tactics, persons examine
and categorize facts of their concentrations, make implications, formalize that they had
discovered, create institutions, purpose, take notes, and sort generalizations, eager about the
reason of accomplishing greater effective and everlasting learning’s. Through the identical
aspect, listening techniques that replicate listener feelings expressed through body language
equal as listening, inclusive of gestures, facial expressions, and sitting function, substantially
show how listeners sense within the surroundings and the stance that is tackled what is stated.
Through chances, listeners empathize, sympathize, and might experience scared, enthusiastic, or
hassled (Harbour & Hughes, 2015). Due to the fact, that all of these states have an effect on a
character is listening impulses and behavior, there powerful and strategic practice of those
activities can assist to further absolutely recognize communiqué, getting to know, hearing,
telling, and thinking. Moreover, pointing out that auxiliary policies necessity for use for
facilitating knowledge, the scholar has suggested that energetic listeners make presumptions
before listening and repetitively reintroduce their guesses at the same time as listening rendering
to novel facts and evidences supplied via the presenter. Any other common method is

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responsible for the principle concept, wherein listeners frequently inquire themselves regarding
the factor of statistics delivered by the speaker (Canpolat, Yildrim, & Canpolat, 2015).
The major objective of the research was to find out the active listening skills that can be
adaptable through educational successful college scholars that were used in classrooms and to
assess the scholar’s presumptions and understanding of active listening. The key methods that
the researcher used through the case analysis were qualitative research that the educators observe
in the universities and the thoughts of the student were observed (Williamson, 2016). Through
this method, the researchers without intervention in the class environment assessed the
participants that are the key scholars. However, it can be said through the method, findings that
the research could be based quantitative data as well, and the scope of the study was limited to
the university, which could further be expanded to various educational degrees and workplace
environment. The key findings from the research included analyzing active learning as per three
key headings that are psychomotor- based, effective, and cognitive strategies. The key interview
answers by students clearing their intellect and mind and paying attention to the educator, in case
they do are not willing to listen they start thinking about something else. This reflects the actual
difference between hearing and listening. They are hearing as they do not have any option in the
classroom except listing to the educator but since they are not interpreting the learning and
understanding, the communication is not effective due to inactive listening (Tillema, 2000).
From the key findings from the data collected from primary data collection include in
order paying attention in magnificence whilst listening, college students reported requiring
purging their minds of opinions unconnected to the class to hand. but, they also self-confessed
suffering to consciousness on lessons and actuality unable to completely take part in listening for
one of a kind motives, along with being worn-out, being drowsy in their initial sessions,

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considering different instructions, having a day dream, the trainer’s failed study room
management, or even being biased towards the class (Libert & Gibon, 2015). College students
additionally frequently employed the approach of taking notes at the same time as listening to
attain extra powerful then further permanent mastering. In note captivating, they pronounced
looking for to examine further successfully via prudently recording thoughts that they believe
good sized and categorizing that they study. By way of lively listening conduct, making notes
became commonly pronounced by college scholars to come up with the vale for more permanent
expertise through the usage of writing (Cannon & Edmondson, 2005).
For the university purpose, some of the key active learning strategies recommendations
for the educators or professors include quick write, turn and talk, polling, group quizzes, pausing
in lecture. Firstly, polling, this includes ensuring if students are getting what professors are
educating them. Polling is asking students if they are understanding and pointing out who all are
unable to understand or any query in between; so that the students are awarded, what class is
discussing try to listen to tutor more willingly and attentively. Another key practice that the
tutors may have used for making listening actively in the classroom is group quizzes. It has been
previously identified that the students who are not interested in listening distract themselves
during the lecture but if the lectures are made interactive e they would be liable to listen carefully
and interact in between. For instance, group quizzes activity includes interacting among and with
other groups to answer the quiz that would reflect an increasing ability of every individual and
make a better active listener (Pfund & Hurtado, 2016). For example, one of the student answers
from the survey in the research report included that the reason for a student for not effective
listening was disorganized mind in the classroom, which could be managed better through such
exercise that the educator may arrange. The second strategy would be turned, talk for the

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students and tutors that include making class interactive and encourage two-way communication
instead of descriptive theory lecture. This reflects that the tutor may ask the basic knowledge of
the students regarding the topic and then add the information that is to be provided to the
students regarding the topic. Through this, the students would start the conversation that would
keep them at the same pace as of tutors and keep listening further to tutors reply. Thirdly taking
and giving notes, in case the students are taking quick notes, they are more attentive than the
students who are not taking notes. This can be said that taking notes is only possible after
listening to the tutor, who would eventually, increases the ability of the student to listen actively.
Lastly, it can be said that a small tactic of pausing in a lecture before asking questions to the
student could help in active listening. It can be helpful for the students to get time to grasp and
interpret what was taught and taking off quick not to answer more accurately and effectively in
the classroom (Demir, Kilinc, & Dogan, 2017).
Results of the research indicated that effects suggest that scholars also concentrate
strategically by means of integrating data and making inferences, which means that they are
attempting to create that means of what they have been listened to. Scholars who use those
strategies were not identified to be passive receivers in listening, however, evaluators of senses
that they invent thru active knowledgeable contribution. Because the method of listening is a
system of reasoning, lively listeners query what they pay attention to, sort inferences, and
eventually produce meaning (Harbour & Hughes, 2015).
From the literature, the key highlighting aspects would imitate by the problem statement
that the researcher considers was the quality or ability of scholars of the university in an
educational environment and its influence over learning. Listening does not mean viewing the
other person inactively, however building an attempt to get hold of and interpret messages in an

EFFECTIVE BUSINESS COMMUNICATION 7
effort to absolutely achieve verbal exchange. The actions of listening that distinct plays to meet
affective, cognitive, and social supplies at some stage in the strategies of formal and casual
schooling are multidimensional. Ability to grow to be both personalities and social actors with
the aid of the usage of linguistic capabilities, people listen, observe, identify, encounter others,
ponder, and interpret a way of listening. The noticeable outside signs and symptoms of lively
listening consist of physically showing emotion, cooperating with contributors to the institution
of listeners. The key methods that the researcher used through the case analysis were qualitative
research that the educators observe in the universities and the thoughts of the student were
observed. From the key findings from the research included in order paying attention in
magnificence whilst listening, college students reported requiring purging their minds of
opinions unconnected to the class to hand. Some of the key active learning strategies
recommendations for the educators or professors include quick write, turn and talk, polling,
group quizzes, pausing in lecture.

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References
Cannon, M., & Edmondson, A. (2005). Failing to Learn and Learning to Fail (Intelligently):
How Great Organizations Put Failure to Work to Innovate and Improve. Long Range
Planning, 20(2), 247-61.
Canpolat, M., Yildrim, B., & Canpolat, S. (2015). Active listening strategies of academically
successful university students. Eurasian Journal of Educational Research, 60, 163-180.
Demir, S., Kilinc, M., & Dogan, A. (2017). The effect of curriculum for developing efficient
studying skills on academic achievements and studying skills of learners. International
Electronic Journal of Elementary Education, 4(3), 427-440.
Fancsali, C., & Savitz-Romer, M. (2015). Social, emotional, and affective skills for college and
career success. Change: The Magazine of Higher Learning, 47(5), 18-27.
Harbour, K., & Hughes, L. (2015). A brief review of effective teaching practices that maximize
student engagement. Preventing School Failure: Alternative Education for Children and
Youth, 59(1), 5-13.
Leland, M. (2015). Mindfulness and Student Success. Journal of Adult Education, 44(1), 19-24.
Libert, Y., & Gibon, A. (2015). Transfer of communication skills to the workplace: impact of a
38-hour communication skills training program designed for radiotherapy teams. Journal
of Clinical Oncology, 33(8), 901-909.
Pfund, C., & Hurtado, S. (2016). Defining attributes and metrics of effective research mentoring
relationships. AIDS and Behavior, 20(2), 238-248.
Tarhini, A., Rouibah, K., & Yammahi, M. (2018). Learning orientations of IT higher education
students in UAE University. Education and Information Technologies, 23(1), 129-142.
Tillema, H. (2000). Belief change towards self-directed learning in student teachers: immersion
in practice or reflection on action. Teaching and Teacher Education, 16(5-6), 575-591.
Williamson, L. (2016). Communication Through Eye Contact: Personal Reflections of the
Human Life Cycle Using “I” Statements. Academic Psychiatry, 40(1), 186-187.