Translate 
Abstract
Listening comprehension strategies play an important role in the development of related language skills and process of language acquisition. These self-regulated strategies are focused to enhance learning comprehension and their consequences. The study aimed to evaluate the listening comprehension strategies covered by Kuwaiti ninth grade target English textbook with adherence to the teaching practices of EFL teachers. Qualitative research approach has been adopted with content analysis to assess the listening comprehension strategies. 38 teachers were selected from 16 Kuwaiti schools and involved a textbook of ninth grade. High practices have been achieved from all listening comprehension strategies. Inferencing and practicing sounds revealed as the viable strategies covered by Kuwaiti textbooks. Highest mean score has been accomplished by cognitive strategies (M = 1.87, SD = 0.16); whereas, low mean scores were examined for metacognitive strategies (M = 1.74, SD = 0.29). Evaluation strategy was considered as the most frequent application examined in all teaching units. The listening comprehension abilities are significantly affected from cognitive and metacognitive strategies to provide guidelines for EFL (English as a Foreign Language Teachers) to improvise listening comprehension skills of students. The study has concluded with the need of incorporating explicit strategy training in national listening curriculum in Kuwaiti schools to endow teachers with some guidelines to enhance learners' listening comprehension.
Highlights
Learning comprehension strategies hold a vital position in second language attainment research
Following research questions have been devised to answer the specific aims: Question 1: What are the types of cognitive, metacognitive and social/affective strategies occupied by EFL Kuwaiti ninth grade textbook?
The types of listening comprehension strategies entailed in ninth grade textbook has been presented
Summary
Learning comprehension strategies hold a vital position in second language attainment research. Language learning theories are devised on the basis of cognition theories to approach diverse perspectives of classroom practice. Thereby, this ability is regarded as the core step towards language communication (Serri et al, 2012). Individuals spend around 30e40% of their time communicating with each other through aural approach. The listening activities contribute a fundamental part in developing language learning and communication. Listening comprehension is considered as a cognitive ability due to its active and sentient approach (Podhajski, 2016). The positive and imperative influence of listening strategies are effective in listening comprehension of EFL (English as a Foreign Language) learners (Tavakoli and Biria, 2014). The confidence of learners is improved, as well as anxiety is eradicated, through listening to aural input and; less proficient learners are benefited from the instruction strategies
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
