LISTEN2ME FOR DEVELOPING CRITICAL LISTENING

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.