Abstract
The number of international university students in Turkey is growing, thus more research is needed on teaching Turkish as an academic language and on academic literacy. This study aims to investigate (i) the international students’ views of the difficulties of the academic language skills, (ii) the efficacy level of the skills for their academic success, (iii) the academic listening and academic literacy status of the students, and (iv) the relationship between academic listening levels with some variables. In order to analyse the self-efficacy perceptions of the students, the data were collected by using the Turkish adaptation (Cronbach’s alpha value =0.943) of the Academic Listening Self-rating Questionnaire (ALSAQ), developed by Aryadoust and Goh (2017) and adopted by Ellialtı and Batur (2021). The questionnaire consists of 39 items that embody six factors. These factors are lecture structure, cognitive processing skills, linguistic components and prosody, relating input to other materials, memory and concentration, and note-taking. In the study, the participants were 221 international students studying at various academic programs in 33 state universities in Turkey. The data were analysed by Statistical Package for the Social Sciences (SPSS) program. The results of the study showed that (i) listening is an easy skill for students to develop, (ii) listening is important for the students’ academic success, (iii) out of 39 items, 13 aspects were not at a good level in academic listening, and (iv) academic listening levels of the international students were not significantly different in terms of their gender, study area, and the number of the known languages.
Highlights
Listening is one of the two ways of formal language perceptions, and it is a professional and target-driven way of performing hearing (Çifci, 2001, p. 68)
The findings of the study show that the participants thought productive skills, writing and speaking, are difficult to acquire than the receptive skills, listening and reading
It was found that the international students in Turkey mostly have difficulties in writing (40%) and speaking (33%)
Summary
Listening is one of the two ways of formal language perceptions, and it is a professional and target-driven way of performing hearing (Çifci, 2001, p. 68). Listening is one of the two ways of formal language perceptions, and it is a professional and target-driven way of performing hearing According to Brown (1994), it is nearly impossible to overestimate the importance of listening in language learning. 7) asserts the same idea and views listening as “the most widely used language skill”. Listening is considered in the literature as the most difficult language skill, most obscure, and least investigated It is the fact that a listener cannot ‘slow the speech down or break it down into manageable chunks’ (Vandergrift & Goh, 2012). It is the fact that a listener cannot ‘slow the speech down or break it down into manageable chunks’ (Vandergrift & Goh, 2012). Wolfgramm et al (2016) add that unlike reading, listening needs both hearing and processing information simultaneously
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Education and Literacy Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
