Author(s): Julie Ann A. Gabio, Adrian V. Protacio

Abstract: This study addressed the importance of listening comprehension in students' English learning by developing a contextualized audio instructional media named Julie Tells and assessing its impact on students' listening comprehension. The study aimed to evaluate the effectiveness of Julie Tells by gathering feedback from content experts and students on aspects like content relevance, instructional quality, technical considerations, and acceptability. It also measured students' listening comprehension through pretests and posttests to determine any significant improvements. Research methods employed included Research and Development (R&D) and Quasi-Experimental Design (QED), with instruments such as the Listening Comprehension Test, Instructional Audio Evaluation Sheet, and Students’ Assessment and Feedback on Julie Tells. The study involved ten content evaluators and forty-nine Grade 12 Humanities and Social Science students of Lambayong National High School, selected through purposive sampling. Results showed that Julie Tells, an audio instructional media received excellent evaluations from content experts and highly positive student assessments. Pretest results indicated developing comprehension levels, which significantly improved in the posttest. The mean score difference between the pretest and posttest was significant. Additionally, a moderate positive correlation between students' posttest scores and their assessments of Julie Tells indicated that improved scores were associated with positive learning experiences. Hence, the study demonstrated that Julie Tells effectively enhanced students' listening comprehension, proving a valuable instructional tool. Teachers may use Julie Tells to enhance students' listening comprehension in English classes. Future researchers may replicate this study in different settings, with varied participants and methods, to validate the findings.

Keywords: Contextualized Audio Instructional Media, Julie Tells, Listening Comprehension Levels, Quasi-Experimental Design, and Research and Development (R&D)

Article Info: Received: 22 Feb 2025; Received in revised form: 21 Mar 2025; Accepted: 25 Mar 2025; Available online: 30 Mar 2025

DOI: 10.22161/ijels.102.21