English Listening Comprehension Research Articles

Difficulties in English Listening Comprehension for Non-English Major Students at University of Transport and Communication Ho Chi Minh City Campus

Difficulties in English Listening Comprehension for Non-English Major Students at University of Transport and Communication Ho Chi Minh City Campus

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

A Pragmatic Study on English Listening Comprehension from the Perspective of Grice’s Conversational Implicature Theory in High School

For high school students, English listening is a crucial part of English examinations. Over the years, researchers all over the world have made significant contributions to the study of English listening, and they have found that conversational implicature theory can be applied to listening instruction to make students understand the implicit meaning of conversations. But previous studies have usually failed to summarize the main features of conversations that violate the principle of cooperation and lack corresponding suggestions for listening instruction. In this paper, the high school English listening texts related to travel will be studied from the perspective of conversational implicature theory. With careful analysis, the characteristics of the listening text are summarized. The text always adds new information, reject invitation euphemistically or using complex sentences by violating cooperative principle. In addition, a quantitative analysis of the text on the theme of "travel" that violates the cooperative principle is carried out, which leads to corresponding teaching suggestions: teachers should introduce relevant pragmatics knowledge in listening teaching, and students are obliged to pay attention to the accumulation of cultural knowledge when learning English.

The Role of Vocabulary Knowledge in Advanced Listening Comprehension in English as a Foreign Language and Some Suggested Strategies for HUIT Students to Improve Their Vocabulary

This article aims at examining the impact of vocabulary knowledge on listening comprehension. The study revealed a substantial correlation between listening comprehension and the depth and breadth of vocabulary knowledge. The study used a quantitative method to collect data from 103 English-majored students at HUIT. The paper highlighted the particular methods for learning vocabulary which can assist students to learn more vocabulary in English and broaden their vocabulary at the same time. Additionally, it might increase students' motivation to learn the language and make the process simpler.

Factors nd Problems Affecting English Listening Comprehension Skills of Eic Undergraduate Students at Rmutl Tak, Thailand

Purpose: This quantitative research is to investigate the significant factors and to discover the existing problems affecting English listening comprehension skills of EIC undergraduate students at RMUTL Tak, Thailand. Method: This is survey research. The participants were 46 students who were the 3rd and 4th year students selected by purposive method. The research instrument was an online questionnaire which was gathered and analyzed by descriptive statistics. Results and Conclusion: The findings reveal that factors affecting English listening comprehension skills compose of (1) Factors relating to text, (2) Factors relating to linguistic features, (3) Factors relating to speakers, and (4) Factors relating to listeners. The problems affecting English listening comprehension skills compose of (1) Speaker accent, (2) Speaker speed of speaking, (3) New vocabulary and (4) English knowledge of the listeners respectively, and overall, it was found that students had listening comprehension problems at high level (x ̅ = 3.80, S.D. = 0.763). Furthermore, both the factors and the problems highlighted were crucial information required to remedy and improve the students' English listening comprehension skills. Research Implications: Therefore, those who want to improve their English listening comprehension should be aware of these factors and problems; however, others factors and problems must be considered when developing English listening comprehension as well. Furthermore, listeners should be aware of all factors and problems that affect their intelligibility and should develop their own listening more or practice listening more for solving the factors and problems exploring in this study, practicing listening to a variety of listening media, such as the news, music, movies, talk shows, speeches or talks: Ted Talks as one of the listening strategy applied, to become accustomed to and learn more about the various accents and speaker speeds and listener can practice their own listening skills further outside the classroom. Originality/Value: Teachers can use these to solve problems for students to practice listening skills in the classroom, and those who want to practice listening skills can apply these methods or practice themselves to improve their listening skills. Nevertheless, this research still has some weaknesses.

Instagram Features as Media for Learning English Listening Comprehension

This study aimed to investigate what Instagram features that help students in learning English listening comprehension, and to find out the students’ perceptions towards Instagram as a media to learn the subject. Mixed method was used for this study, specifically in the form of a case study in one secondary school in Cimahi, West Java, Indonesia. Ten secondary school students aged between 15 and 18 years were chosen as participants of this study. The researchers tried to create Instagram content that would help the students learn the subject, combined with the use of questionnaires, classroom observation, and students’ interview to obtain data. Data from questionnaires were analyzed using percentage calculation, data from classroom observation were analyzed based on the activities in the classroom and displayed in the form of table, while students’ interview were analyzed based on deductive thematic data analysis. The result shows that the students are familiar with Instagram Story, Post, Reel, and Live. These Instagram features were used as tools for learning English Listening comprehension. The students perceived that the use of Instagram features for listening English comprehension could help them develop their potencies, make the learning materials more interested, assist them to learn and be more creative.

Challenges in English Listening Comprehension: A Study of Public Schools in Rupandehi

One of the four fundamental and inseparable language skills that most language learners strive to acquire to communicate successfully in a variety of circumstances is listening. However, listening skills are neglected in school education. This study aimed at examining problems faced by students in listening comprehension in English classes. I selected 60 students as respondents using a random sampling procedure from six public schools studying English in Rupandehi. Three sets of closed-ended questionnaires with 25 items on students’ problems with listening comprehension were administered to elicit the data from them. To carry out the study, I employed a survey research design as a research method. The study indicated that the content of the listening text (e.g., unfamiliar vocabulary and too long and complex listening text) was the major problem with listening faced by the students. The second problem related to the listener included a lack of concentration with long listening texts and the existence of noise in the place. The third listening problem was associated with the speaker and the physical setting, which was concerned with the speaker’s speed of speech and different accents. The results indicated that the majority of respondents sometimes suffered from problems related to the content of the listening text, the listener and speaker, and the physical setting. The findings of this study can enhance teachers’ and students’ knowledge of the issues with listening comprehension.

Schema Theory-Based Situated Teaching Approach: Enhancing English Listening Comprehension Abilities among Chinese English Major Undergraduates

Schema Theory-Based Situated Teaching Approach: Enhancing English Listening Comprehension Abilities among Chinese English Major Undergraduates

Barriers to English Listening Comprehension for Indonesian University Students: Implications for Listening Curriculum Development

English has been considered an important means of international communication not only for education but also for career advancement. In general, students find it difficult to understand expressions or sentences in English. The same thing occurs when learning listening comprehension for EFL students in Indonesia. Listening is one of the most difficult skills experienced by students in learning English. The research in this paper aims to investigate the barriers to English listening comprehension of university students in Indonesia and their implications for listening curriculum development. Data were garnered through semi-structured interviews with eight Indonesian higher-education students. The results depict that the barriers experienced by students in listening comprehension include a lack of pronunciation understanding and different accents, a lack of English vocabulary, a lack of voice clarity quality, and difficulty in understanding the speed of pronunciation. To improve listening comprehension, students need to practice listening to audio from native speakers repeatedly, English podcasts, speeches, and inspiring videos via YouTube, English songs, and watching movies. The implications for listening curriculum development were discussed in this paper.

The Impact of Pronunciation Practice on English Listening Comprehension: A case study of High School Students in Duhok

The Impact of Pronunciation Practice on English Listening Comprehension: A case study of High School Students in Duhok

Application of Hot Potatoes 6 Software in Teaching English Listening Comprehension Skills for Primary Education Students at Tan Trao University

The article is based on the theory of English reading comprehension skills, Hot Potatoes 6 software, and a survey conducted to assess the current state of English listening skills among students majoring in elementary education at Tan Trao University. Through an exploration of the teaching and learning practices of English, it can be said that students encounter specific difficulties in learning listening skills. They often lack interest in this subject and do not allocate much time for it. Based on these findings, the application of Hot Potatoes 6 software is introduced through four steps. The experimental results of implementing Hot Potatoes 6 software in teaching English listening skills for students majoring in elementary education demonstrate that students exhibit better listening skills, improved effectiveness, and a more proactive approach to learning.

The Use of Dicatgloss YouTube Videos for enhancing English Listening comprehension and Vocabulary skills of Fourth Primary School Students

The Use of Dicatgloss YouTube Videos for enhancing English Listening comprehension and Vocabulary skills of Fourth Primary School Students

Learning Outcomes of Listening Comprehension Skills through Audio Visual and Interactive-Audio

This study aims to examine strategies and media bases in learning English-Listening Comprehension skills. The two strategies that are the subject of discussion are the Audio-Visual Media-based Strategy and the Interactive-Audio Strategy. Quantitative research was carried out by surveying the object of research and strengthened by interviews with several respondents at random to ensure that all respondents had received learning with two strategies. The object of this research is the students of the English Education Department at the State Islamic University of Maulana Malik Ibrahim Malang. All respondents in this survey are 34 respondents. Data analysis was carried out in a qualitative descriptive manner to interpret the percentage of the implementation of learning in the two strategies. The results showed that the Audio-Visual Strategy had a percentage point interval of 76.92%, which indicated that this strategy was in the "Good" category. While the Interactive-Audio Strategy has a percentage point interval of 50.48%, which indicates that this strategy is in the “Enough” category. From these results, it can be concluded that the Audio-Visual strategy provides maximum results when applied in Listening Comprehension Skill learning so that the Audio-Visual strategy is more effective

Contributing Factors and Problems Affecting the English Listening Comprehension Skills of EIC Undergraduate Students at RMUTL Tak

This research aimed to investigate the significant contributing factors and to discover the existing problems affecting the English listening comprehension skills of EIC undergraduate students at RMUTL Tak. The participants were 46 3rd and 4th year students. The research instrument for this quantitative study was an online questionnaire by which data was gathered and analyzed by calculating the mean (x ̅) and the standard deviation (SD) for each factor. Open coding was used to color code the data and then frequency distribution (f) was used to calculate percentage (%) for the existing problems. The results revealed that an overview of the 4 categories of factors affecting English listening comprehension was at a high level (x ̅ = 3.80, SD = 0.763), and the significant contributing factor which most influenced English listening comprehension skills was the factor relating to a speaker’s influence on listening comprehension skills: the speaker spoke too quickly (x ̅ = 4.10, SD = 0.706). Speakers’ accents were the most outstanding problems affecting English listening comprehension (f = 21, 31%). Furthermore, both the factors and the problems highlighted were crucial information required to remedy and improve students' English listening comprehension skills.

A Study on the Strategies of Improving English Listening Comprehension among Non-English Major Undergraduates from the Perspective of Schema Theory

More and more attention is paid on listening comprehension in recent years. However, learners usually put more emphasis on vocabulary, grammar, pronunciation or accent to enhance the listening performance. This paper aims to analyze students’ listening attitudes and abilities from the perspective of schema theory and discuss the strategies and application of schema theory in English listening comprehension. Interviews and questionnaires are both included in this paper among non-English major undergraduates in order to figure out the obstacles in the listening procedure and try to address the issue to improve the English listening abilities. The results showed that some of the learners have the consciousness and awareness to apply the schema theory to the listening comprehension. Therefore, the significance of questionnaires and interviews supports that the schema theory might be effective in English listening learning.

Analysis of Using Google Voice as Learning Media through Task-Based Learning Method

There are many choices of media based on Technology can be used in teaching English. One of them is Google voice, it can be found in any types of smart phone. This media can help students in recognizing the better pronunciation. Thus, it can revise their listening comprehension in English. This research is aimed to describe the role of Google voice in listening comprehension course as well as improve their listening comprehension. The method of this research is qualitative research where the data was obtained by getting the information from online questionnaire and the test. The result of this research from 43 students it was found that 91, 62% agree that the Google Voice application as the Learning English medium. Meanwhile, the result of the test after using Google voice is increasing from 68, 2% to 73, and 54%. It can be concluded that the use of Google voice gives positive effect in learning English.

Effects of Dual Subtitles on Chinese Students’ English Listening Comprehension and Vocabulary Learning

Effects of Dual Subtitles on Chinese Students’ English Listening Comprehension and Vocabulary Learning

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured.

This study examines the relative contribution of vocabulary breadth (VB) and vocabulary depth (VD) to three different listening comprehension measures. One hundred and thirteen English majors were given VB and VD tests, and three listening comprehension tests. Based on three pairs of hierarchical multiple regression analyses, we found that the relative contribution of VB and VD varied across the three listening comprehension tests. Specifically, for the listening test with an expository text dictation to assess integrative skills, both VB and VD made a unique positive contribution to comprehension, but this was greater in the case of depth. For the listening test involving narrative conversations to assess literal comprehension, neither VB nor VD (after controlling for each other) could independently predict comprehension, whereas for the listening test that comprises expository passages to assess inferential comprehension, VD could separately predict comprehension but VB could not. These findings suggest that the relative contribution of VD and VB to listening comprehension may depend on how a listening test is constructed. Therefore, the findings will contribute to listening comprehension and vocabulary knowledge research, and vocabulary teaching and learning.

The effects of classroom reverberation time and traffic noise on English listening comprehension of Chinese university students

The importance of classroom acoustic environment to students’ listening and learning has been widely realized, especially for second-language learning classrooms. An experiment has been carried out in this paper to study the effects of classroom reverberation time (RT) and traffic noise level (TNL) on English listening comprehension (ELC) for Chinese university students. A total of 12 combination conditions of RT and TNL (3 RTs × 4 TNLs) were designed in the experiment, and their effects on both students’ objective ELC accuracy rates and subjective perception were tested. The results show TNL has significant negative impacts on students’ ELC performance (including ELC accuracy rate and subjective perception), while RT has less effect on students’ ELC performance (which has significant effects only at some particular TNL (TNL = 50 dB(A)). Based on the experimental results, an indoor TNL limitation of not >40 dB(A) is recommended for English immersion classrooms in China. In addition, students’ subjective perceptions are found to be more sensitive to the change of acoustic condition than objective performance, and subjective assessment can be considered as a more appropriate measure in classroom acoustic environment evaluation. According to the authors’ knowledge, this study is the first attempt to study the effects of classroom RT and TNL on ELC for Chinese university students. The findings can be used as a reference for the acoustic research and design of Chinese university classrooms, especially for English-teaching classrooms in China.

Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants’ motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.