To produce a positive backwash effect on teaching and learning in the long run, teachers need first to strengthen their pedagogic content knowledge of listening instruction, and then to integrate the result into current instructional practice, while weighing the impact of the pressure from other stakeholders.
Such an experimental model of listening instruction implied the design, piloting, fine-tuning, and implementation of a listening strategies instruction.
Chou (2015), in her investigation of senior high school students' expectation of listening instruction, discovered that the students preferred to have oral communication in their English classes.
It is recommended that a systematic in-service training course of English listening instruction should be offered to all senior high school English teachers.
Owing to the strict ability grouping system in the private schools, the teachers from these said that they had spent a large amount of time on training basic grammatical knowledge and reading skills to students with lower English proficiency, and that this had left no time for listening instruction.
In the present case, while the teachers have expressed a need for in-service training courses in listening instruction, they may need to incorporate their personal experiences into the received pedagogic knowledge, then practice, examine, and reflect on it to achieve more positive washback effects.
A study involving listening instruction with university students is the one by Lotfia, et al. (2016).
Both teachers from public and private schools expressed a need for systematic, in-service training courses in listening instruction.
While how the listening instruction was delivered was affected by teachers' pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents' and students' expectations.
The instructions tell you what to do, what kind of answer to give, and, in the case of the Listening Test instructions, they tell you when to answer.
