Abstract
Numerous studies are available on L2 learners’ strategy use; however, there is no study investigating the Iranian tertiary level EFL learners’ listening strategy use. The present paper reports the findings of a cross-sectional study that explored a group of Iranian EFL learners’ (n = 100) use of listening comprehension strategies. The instrument that was used for collecting the data was called the Listening Strategy Use Questionnaire (LSUQ) by Nowrouzi, Tam, Nimehchisalem, and Zareian (2014). The instrument divides listening strategies into cognitive, metacognitive, and socio-affective categories. Based on the results, on average the respondents reported low levels of self-perceived use of cognitive, metacognitive, and socio-affective strategies. The results indicate a serious need to focus more on the students’ listening comprehension skills in general and their listening strategies in particular.
Highlights
The present paper reports the results of a study that explored the listening comprehension strategies used by a group of tertiary level English as a Foreign Language (EFL) students in Khorasan Razavi Province, Iran
The data were collected through a questionnaire on listening strategy use ( Listening Strategy Use Questionnaire (LSUQ))
An emphasis should be given to teaching the affective strategies regarding the importance in avoiding the affective problems such as low self-confidence, anxiety, low motivation, embarrassment and nervousness that hinder listeners from effective performance (Cross, 2011; Liu, 2002; Tafaghodtari, 2009; Tafaghodtari & Vandergrift, 2008; Vandergrift, 2011)
Summary
Objectives and Research QuestionsThis study aims to identify the Iranian tertiary level EFL learners’ listening comprehension strategies. The study investigates the level of learners’ use of the three types of listening comprehension strategies mentioned above including metacognitive, cognitive, and socio-affective strategies. To meet this objective the following research questions were addressed: 1. To what extent do Iranian tertiary level EFL learners use metacognitive listening comprehension strategies? 2. To what extent do Iranian tertiary level EFL learners use cognitive listening strategies? The results will provide a useful profile of the listening strategies used by the Iranian tertiary level EFL learners’. To what extent do Iranian tertiary level EFL learners use socio-affective listening strategies? They are expected to be of significance for educational policy makers and English language lecturers who wish to improve the learners’ listening comprehension skills
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