Listening Comprehension Problems Research Articles

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.

Listening Comprehension Problems Faced By The Third Semester Students Of The English Language Education Study Program

The purpose of this research was to investigate students’ listening comprehension problems. The researchers used a mixed-method design. The participants were third-semester students of the English Language Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng. In collecting the data, the researchers used two instruments namely survey questionnaires, and semi-structured interviews. The findings of this study revealed that the third-semester students of the English Language Education Study Program perceived some degree of listening comprehension problems. Parsing problems took 50%, utilization problems took 30%, and perception problems took 20% of listening comprehension problems faced by the third-semester students. In addition, the results of the interview revealed that mostly the students experienced listening comprehension problems due to the fast speech rate of the speakers in the recording. Another cause of their listening comprehension was the lack of vocabulary and unfamiliar topics which made them unable to comprehend the spoken texts. In conclusion, the listening difficulties encountered by the third-semester students were to due the semantics and lexical meaning of the spoken text

"TIL O'RGANISHDA TINGLASHNING AHAMIYATI VA TINGLAB TUSHINISH MUAMMOLARI: TIL O'RGANUVCHILAR TAJRIBASI"

"TIL O'RGANISHDA TINGLASHNING AHAMIYATI VA TINGLAB TUSHINISH MUAMMOLARI: TIL O'RGANUVCHILAR TAJRIBASI"

Libyan EFL Students’ Listening Comprehension Problems in Listening to Connected Speech

Listening skill is one of the challenging skills in a foreign language learning context where exposure to native connected speech is restricted. EFL learners encounter various listening comprehension issues which affect their mastering of the targeted language. Therefore, this study investigates the listening comprehension issues in listening to connected speech among a group of Libyan EFL learners. It examined the learners’ perception on the problems they encounter during listening to connected speech, with the goal of improving their perceptual and listening comprehension skills in the future. Data was collected from a total of 62 Libyan intermediate level learners using a Listening Comprehension Processing Problems Questionnaire. The difficulty levels experienced by the participants while listening to connected discourse ranged from moderate to high. These challenges occurred in all the three categories of listening comprehension; utilisation, perception, and parsing. Additionally, a strong positive and significant correlation was detected between the three categories of listening processing problems. The study also has pedagogical implications. These findings could be used by teachers, researchers, syllabus designers, and material developers to address the challenges associated with listening comprehension among EFL learners, and how including connected speech in the learning and teaching materials became an excessive necessity.

The Association between Metacognitive Listening Strategy Use and Listening Comprehension Problems among Malaysian ESL Students

The Association between Metacognitive Listening Strategy Use and Listening Comprehension Problems among Malaysian ESL Students

Effects of Explicit Connected Speech Instruction on Libyan EFL Learners’ Perceptions of Listening Comprehension Problems in Speech Recognition, Parsing and Utilisation

This quasi-experimental study examined the effects of explicit connected speech instruction in reducing EFL learners’ listening comprehension problems associated with speech recognition, parsing and utilization. Sixty-two (N = 62) Libyan intermediate-level EFL learners, aged 19 to 21, served as the subjects. They were randomly assigned to either the treatment (n = 32) or control group (n = 30). The treatment subjects were exposed to explicit instruction on the features of connected speech for one term (i.e., 12 weeks). An adapted Listening Comprehension Processing Problems questionnaire was administered to both groups before and after the treatment in order to investigate the problems they encountered in comprehending connected speech. The questionnaire contained items measuring language comprehension difficulties in three categories, i.e., speech recognition, parsing, and utilisation. Following the 12-week intervention, the treatment group showed a significant improvement in their report of comprehension problems, while the control group remained constant or unchanged in their perception of the problems. The effect sizes of the differences between the treatment and control group were large, ranging between d = 1.14 (parsing) and d =1.19 (recognition). The findings highlight the necessity to teach connected speech recognition in the EFL curriculum to improve learners’ listening comprehension ability.

THE EFFECT OF USING MOVIE TO OVERCOME LISTENING COMPREHENSION DIFFICULTIES OF JUNIOR HIGH SCHOOL STUDENTS


 The purpose of this research is to investigate the use of the media movie to the listening comprehension of the students. The method in this research is Classroom Action Research. The researchers conducted two cycles to measure the use of movie media in solving students’ listening comprehension problems. Participants in this research were students of class VIII-2 at SMP Negeri 4 Pematangsiantar. To collect the research data, researchers conducted tests that held on each cycle to see the development of students when studying the listening using media movie. Based on the results of research conducted by researchers, researchers found that students were helped in overcoming their limitations in listening to English using Media Movie. Thus, movie is one of the media that can be used to teach listening to students.
 
 
 

Unraveling Students’ Strategies in Overcoming the Listening Comprehension Problems

Understanding the listening comprehension strategy plays important role for students successfull to upgrade their listening test and TOEFL score as well. This aims to investigate deeply the students’ strategies in overcoming listening comprehension problems. The descriptive qualitative method is applied toward the third semester students of English Education study program Muhammadiyah University of Bengkulu. This research took 51 students who have taken listening courseworks (listening 1 and 3). Data collection technique were conducted by giving questionnaires in the light of Rebbica’s theory (1993); direct and indirect strategies. The results of study showed there were some problems faced by the third semester students in conducting listening comprehension test, such as unfimiliar words, complex grammatical structure, lack of concentration, pronunciation, obscure form of speech, long answer question, and accents. Whilst, most of students used cognitive strategy in overcoming their problem in listening comprehension. To sump up, students must to learn some listening strategies as an effort to anticipate their problems when conduct listening comprehension test.

A STUDY ON LISTENING PROBLEMS FACED BY STUDENTS OF HIGHER EDUCATION

The purpose of this study is to describe listening comprehension problems faced by students when taking the TOEFL-like test. This research is a descriptive research. This research is also categorized as a survey, the broad area of survey research encompasses any measurement procedures that involves asking questions of respondents. Furthermore, the researcher gave questions to the sample in form of questionnaire to get the data about listening problem faced by students taking TOEFL-like. In this research, the researcher used the questionnaire to collect the data. After discussion in the previous chapter, finally leads the researcher to make conclusion from what have been already discussed. The conclusion is among the twenty indicators, all the indicators came from various sides, such as: students' side, TOEFL organizer, material, listening equipment and another supported thing that related to the activity on TOEFL test especially listening skills.

Exploring English Language Students’ Difficulties in Listening Comprehension

Listening skill is one of the four major skills of language that most language learners desire to get mastery in order to communicate effectively in different contexts. It is one of the most challenging skills for many students. The main aim of this study, therefore, was to explore English language students’ listening comprehension difficulties. I employed a survey research design as a research method. Randomly selected sixty male and sixty female students studying English at three community schools of Rupandehi district, Nepal took part in this study as research respondents. They all were from secondary level. A closed ended questionnaire with 24 items on students' listening problem was administered to elicit the data from the respondents. The results of questionnaire indicated that content of the listening text (e.g., unfamiliar words, idiom, feeling fatigue while listening to the long text) was the major source of listening difficulties for the students. The second source of difficulty was related to the listener that included lack of concentration with long listening text and existence of noise in the place. The third difficulty included linguistic features such as complex grammatical structures, pronunciation and problems in distinguishing the word boundaries. And the last source of listening problem was concerned with speaker’s speed of speech and different accents. The findings also raise awareness of both teachers and students regarding the listening comprehension problems.

Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios

Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificultades en la comprensión de mensajes orales, y analizar la relación entre el empleo de estas estrategias y su nivel lingüístico en el idioma. Se realizó un estudio transversal descriptivo, conformado por 542 estudiantes; se empleó el instrumento OCSI (Oral Communication Strategy Inventory), aplicando el cuestionario correspondiente a la habilidad de escucha. Los datos se analizaron mediante estadística descriptiva e inferencial, encontrándose que las estrategias más empleadas corresponden a las de negociación del significado, no-verbales y de orientación hacia las palabras. No se hallaron diferencias entre los niveles A2 (básico) y B1 (intermedio) en cuanto al uso de las estrategias.

Alleviating Effects of Self-Regulating the Audio on Listening Comprehension Problems

ABSTRACT In language classrooms, listening is considered a problematic skill for various reasons. The uncontrollable nature of speech’s speed of delivery plays a major role in these issues. Tight teacher control over the audio input creates even more unfavorable conditions for listeners to sufficiently absorb input. This study explores the positive effects of self-regulating the audio on listening comprehension problems of foreign language (FL) listeners. Thirty Flemish secondary school English as a Foreign Language (EFL) learners in Belgium participated in a quasi-experimental design in which the control group (N = 16) worked in pairs and listened to the audio input twice, while the experiment group (N = 14), also working in pairs, had the option to regulate the audio input. Despite having a common listening proficiency level (A2), a qualitative analysis reveals that there are prominent differences in the significance and frequency of listening comprehension problems between pairs with and without the self-regulation option. By documenting the listening problems students experience and self-regulation’s effect on them, the current study illustrates the possible benefits of more autonomy for listeners and suggests new insights into listening education from linguistic and pedagogical perspectives.

Listening Comprehension Orientations and Strategies in Learning English Language: A Review Paper

This paper reviews the listening comprehension orientations and strategies in learning English language among L2 learners. Listening skill is one of the most critical key in learning English language. Listening comprehension is a process of understanding the language input in which helps the EFL learners to receive and interact with language input and enables the emergence of other language skills. Heavy research was carried out concerning listening comprehension problems and strategies. Thus, this paper reviews approximately 50 papers with a time span from 2010 to 2019. By searching on Google Scholar and Research Gate for the terms: listening comprehension, listening comprehension orientations, listening comprehension difficulties, and listening comprehension strategies. In general, most studies found that whenever EFL learners face a difficulty in listening, they try to find out the most effective listening strategies to solve their listening difficulties. By doing this, they could improve their listening comprehension. Further research is recommended in order to review papers that dealt with the strategies of other skills i.e. reading strategies and speaking strategies since they are under researched. DOI:https://doi.org/10.5281/zenodo.4033803

Listening Comprehension Orientations and Strategies in Learning English Language: A Review Paper

This paper reviews the listening comprehension orientations and strategies in learning English language among L2 learners. Listening skill is one of the most critical key in learning English language. Listening comprehension is a process of understanding the language input in which helps the EFL learners to receive and interact with language input and enables the emergence of other language skills. Heavy research was carried out concerning listening comprehension problems and strategies. Thus, this paper reviews approximately 50 papers with a time span from 2010 to 2019. By searching on Google Scholar and Research Gate for the terms: listening comprehension, listening comprehension orientations, listening comprehension difficulties, and listening comprehension strategies. In general, most studies found that whenever EFL learners face a difficulty in listening, they try to find out the most effective listening strategies to solve their listening difficulties. By doing this, they could improve their listening comprehension. Further research is recommended in order to review papers that dealt with the strategies of other skills i.e. reading strategies and speaking strategies since they are under researched.
 DOI:https://doi.org/10.5281/zenodo.4033803

Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems

Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems

Correlations between Listening Comprehension Problems Encountered By English Majors and Their Coping Strategies

Correlations between Listening Comprehension Problems Encountered By English Majors and Their Coping Strategies

STRATEGIES THAT INCREASE THE LEVEL OF LISTENING COMPREHENSION WHILE LISTENING TO ORAL TEXTS

The present paper examines the effectiveness of strategy instructional program elaborated for 120 intermediate students with different previous learning backgrounds attending language center in Saint Petersburg. The objective of the study is to develop program and improve the level of listening comprehension through focusing on potential problems while doing listening tasks. The study either aims at determining and mastering cognitive, metacognitive, social strategies on the part of the students. The authors hypothesize that learners can gain proficiency in using strategies with practice. Strategies can be easily acquired, they facilitate learning, however, number of them are not always transferred to new tasks and used by students as effectively as before when the activity is over. Therefore, systematic strategy instruction component would be important as learners become aware of the learning process and gain the ability to control their own learning through the use of appropriate learning strategies. The authors of the paper have made an attempt to demonstrate that the number of listening comprehension problems reported by the students could be reduced by applying specially designed comprehension activities that assist learners in evaluation of their efforts and assessment of personal achievements. The pilot groups were asked to complete the questionnaires at the beginning and at the end of the course that allowed monitoring the students’ progress throughout the course. At the end of the study, the pilot groups participating in the strategy instructional program were found to be more successful in foreign language comprehension.

Listening Comprehension Problems of FL Learners in a Peer Interactive, Self-Regulated Listening Task

It is vital to understand the listening problems students face in a foreign language (FL) classroom. In the current study, students were provided with options to identify these problems. Twenty-eight A1 level Turkish secondary school students worked in pairs and had autonomy to control the audio while listening. While dialogic exchanges illustrated articulated listening comprehension problems in a natural and observable way, self-control data enabled the researcher to observe how students chose to operate the input after encountering such difficulties. Students mostly experienced problems related to process, listener, affect, and input, followed by social- and task-related problems. The most frequent problems were mental translation, inability to chunk streams of speech and difficulty keeping pace with the delivery. In terms of self-controlling the input, students operated the audio mainly to check understanding and catch up with the speed of speech. With the help of these valuable data, the current study aims to highlight the possible benefits of peer interaction by portraying how students experienced and shared the mental, affective, and social processes involved in listening.

A A STUDY OF LISTENING COMPREHENSION PROBLEMS ENCOUNTERED BY THE THIRD SEMESTER STUDENTS AT STMIK PRABUMULIH

Even though listening is often categorized as a passive activity, it is not a simple process as it may seem. There is an active process because in it. Listeners must focus on the spoken language and actively draw what message is being delivered. There are some factors that make a listener may need a lot of work to comprehend a spoken language such as colloquialism, accent, intonation, hesitation, word or phrase clusters, and content. Preliminary data gained from pre-observation at STMIK Prabumulih showed that the third semester students found themselves hard to acquire information from spoken language, hence it is necessary to find out the causes so that make an effort to develop their listening skills. The method used is descriptive research design. The result reveals that students encounter various kinds of listening problems in learning comprehension such as unfamiliar words, the length and of the spoken text, speed rate, lack of concentration and pronunciation, and the noises around come from both the background sound of the spoken language recording and environmental sound such as sound from outside classroom.
 
 Keywords: listening; comprehension; listening comprehension problems; descriptive

The relationship between listening comprehension problems and strategy usage among advance EFL learners

The current study aimed to investigate listening comprehension problems and strategies used among Iranian advance EFL learners. Furthermore, this study tried to find the relationship between the participants’ listening problems and strategy usage. Listening problems included input, context, listener, process, affect, and task problems while the listening strategies consisted of cognitive, meta-cognitive, and socio-affective strategies. A questionnaire was administered to collect data from 60 randomly selected Iranian advance EFL learners in a private language institute in Ahvaz, Iran. The outcomes demonstrated that the learners suffered from input and affect listening comprehension problems. Meta-cognitive strategy was the chief listening strategy used by the learners. The relationship between listening problems and strategy usage among the learners was statistically significant and negative. Results suggest that it is important for second language teachers to be aware of the different listening comprehension problems so as to enable listeners to use the appropriate strategies.