Effects of language experience on selective auditory attention and speech-in-noise perception among English second language learners: Preliminary findings

Abstract

ObjectiveThe purpose of the study was to examine the effects of language experience on selective auditory attention and speech-in-noise perception in English Second Language (ESL) learners aged seven to eight years. MethodA quantitative, descriptive, comparative cross-sectional research design was used to determine the effect of age of exposure to English on the selective auditory attention abilities and speech-in-noise perception skills of 40 children with normal hearing in first or second grade (aged seven to eight years). The control group comprised of 20 English first language (EFL) learners (mean age = 7.35 years ±0.49) and the research group included 20 s language learners (mean age = 7.70 years ±0.47). In order to compare the control and research groups with respect to the age of exposure to English through various sources, the Mann Whitney test was used. Information regarding the age of exposure was gathered by a case history questionnaire, completed by the parents/guardians of the participants. The Selective Auditory Attention Test (SAAT) and Digits-in-Noise (DIN) test were performed in one sitting. ResultsNo statistically significant differences between the EFL and ESL groups were found for the SAAT and DIN. However, a statistically significant difference was obtained between the SAAT lists 1 and 3 & the DIN: diotic listening condition for the ESL group only (rs = −0.623; p = 0.003). The difference between the EFL and ESL groups in the mean age of exposure to English was statistically significant (p = 0,019), with mean age of exposure to English in the ESL group (mean age = 2.82 ± 0.53) being higher than the mean age of exposure in the EFL group (mean age = 1.81 ± 1.53). However, this difference did not influence the results of the SAAT and DIN significantly. ConclusionThe main finding was that selective auditory attention and speech-in-noise perception were not significantly affected in the ESL learners who participated in the study – learners who were recruited from private schools located in an urban area and thus from higher socio-economic status (SES) households. There is a need for additional research with a larger sample size to determine the selective auditory attention abilities and speech-in-noise perception skills of ESL learners in government-funded schools located in rural areas and from various socio-economic backgrounds.