Listening Comprehension Skills Research Articles

Factors Affecting Students’ Listening Comprehension

Teaching listening skill has largely been neglected in many classrooms where English is taught as a foreign language. This study attempts to investigate the core factors that influence learners’ listening comprehension skills. For this study, a descriptive research design and a mixed research approach were employed. In this study, 109 respondents participated at St. John Baptist De La Salle Catholic School, Addis Ababa, Ethiopia. A survey questionnaire was used for primary data collection. The collected data were analyzed with the help of SPSS version 26 and Excel. The findings of the study revealed core factors of students' listening comprehension, such as factors related to students, teachers, classroom environment, curriculum, and lack of target language exposure. This result highlights the need for further investigation in integrating technology effectively to enhance students’ listening comprehension.

An exploratory study on practising listening comprehension skills in high‐immersion virtual reality

AbstractHolding learners' attention is challenging, especially when they are asked to listen to long passages. High‐immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self‐selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (n1 = 23) experienced an interactive multimedia story in VR, and the comparison group (n2 = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills.Practitioner notesWhat is already known about this topic Practising listening skills is key for language development. Virtual reality (VR) is motivational and engaging. Research on practising listening skills in VR is scarce. What this paper adds VR can be beneficial for practising listening skills. Language learners highly enjoy practising listening in VR. Interactivity can improve engagement and support listening comprehension. Implications for practice and/or policy Learners should be provided pretraining and scaffolding prior to using VR. The duration of VR activities should be considered. Interactivity in VR may increase its effectiveness in attending listening tasks.

Listening Comprehension Skills in Children with Attention Deficit and Hyperactivity Disorder: A Review Study

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by symptoms of inattention, hyperactivity and impulsivity that may begin in early childhood and continue into adolescence and adulthood and are incompatible with the developmental level of the individual. Most children with ADHD are at risk of facing significant academic problems throughout their educational life. In recent studies aiming to reveal the causes of academic problems experienced by children with ADHD, academic problems have been associated with the difficulties in reading and listening comprehension skills of children with ADHD. The relatively common prevalence of ADHD, the extent of academic problems experienced by children with ADHD, and the lack of clarity about reading difficulties require further examination of the relationship between ADHD and reading and listening comprehension skills, which are often based on the same language and cognitive skills. Listening comprehension, which is defined as the ability to understand, interpret, organise and evaluate the ideas and thoughts in a speech heard or a text read aloud, is one of the most important early literacy skills necessary for the ultimate goal of reading, which is reading comprehension. In this review study, listening comprehension skills of children with ADHD were discussed together with the literature.

인지처리 및 언어 기술에 기반한 난독증 하위유형 탐색: 잠재프로파일분석을 중심으로

This study classified Korean dyslexia into subtypes based on cognitive processing and language skills and examined the relationships between the strengths and weaknesses of the classified subtypes and reading achievement. The study participants were 206 children with dyslexia in grades 1-3 of an elementary school. The following variables were measured to classify dyslexia into subtypes: phonological awareness, letter knowledge, rapid naming, phonological memory, sentence memory, receptive vocabulary, and listening comprehension skills. Furthermore, the groups were compared in three reading achievement variables: word reading, reading fluency, and reading comprehension. The latent profile analysis identified four subtypes of dyslexia, including the “overall defect group” with overall difficulty in cognitive processing and language skills; “processing speed dominant group” showing strength in letter knowledge and rapid naming; “working memory dominant group” showing strength in phonological and sentence memory abilities; and “receptive language dominant group” with receptive vocabulary and listening comprehension abilities. The comparison of reading achievement between groups revealed that the “overall defect group” was characterized as having lower word reading and reading fluency than the other three groups, whereas the “receptive language dominant group” had strengths in reading comprehension. This is the first study in Korea in which an empirical and exploratory attempt has been made to classify dyslexia into subtypes beyond the limits of the theoretical framework. Moreover, the study results promoted an understanding of the heterogeneity of dyslexia through the strengths and weaknesses of subtypes based on cognitive processing and language skills and had implications for intervention.

Utilizing storytelling strategies as tools in enriching students listening comprehension skills

Utilizing storytelling strategies as tools in enriching students listening comprehension skills

The Influence of Meta-Cognitive Listening Strategies on Listening Performance in the MALL: The Mediation Effect of Learning Style and Self-Efficacy

The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students’ English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive listening strategy to explore the mediation role of learning style and self-efficacy in the relationship with listening performance. In this study, 632 Chinese university students participated in a survey and completed electronic questionnaires on MALQ (Meta-cognitive Awareness of Listening Questionnaire), PLSPQ (Perceptual Learning Style Preference Questionnaire), and GSE (General Self-Efficacy Scale). The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that students’ listening strategy directly and positively predicted their English listening performance. Moreover, students’ listening performance was fully mediated by learning style and self-efficacy. After discussing these findings, suggestions as well as limitations for future studies will be given. The findings of this study are expected to contribute to a better understanding of the factors that may affect EFL students’ English listening comprehension and inform instructional practices in the EFL classroom. Specifically, the results of this study may suggest the use of teaching strategies tailored to individual learning styles and the adoption of measures to improve self-efficacy of EFL students. Ultimately, the goal of this research is to improve EFL students’ English listening comprehension skills and enhance their overall language proficiency.

The Correlation between HUIT English Majors’ Short - Term Memory and Listening Comprehension Skills at Different Language Proficiency Levels

The study of short-term memory (STM) is crucial to the study of second language acquisition. STM plays an important role in language acquisition and development since it is an on-line capacity for processing and elaborating new information. A fundamental skill in learning English is listening comprehension. The ability to listen is crucial when learning a foreign language because receiving language input is the key to language learning. More and more academics at home and abroad have started to focus on the relationship between STM and listening comprehension in recent years. STM has been demonstrated to be a crucial component of listening comprehension, making it extremely vital to increase listening comprehension in second languages. STM helps in the immediate processing of incoming auditory information when listening in a second language. This essay investigates the relationship between short-term memory and listening comprehension skills of English - majored students from Ho Chi Minh City University of Industry and Trade. The results' implications suggest that improving short-term memory capacity is necessary to get students ready for the listening IELTS examination.

The use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners

The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the programme. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, argumentation-based learning by the iBrainstorm application. The total instruction time was the same for two groups, i.e., 32 hours. Students then took a post-test and, a month later, a delayed post-test in listening comprehension skills. The results show that the use of the iBrainstorm app significantly improved the students’ listening comprehension skills, and significantly more so than those of the control group. These results have pedagogical implications for curriculum designers, material producers, and all who are involved in language study and pedagogy.

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.

IMPROVING THE VOCABULARYN IN THEIR NATIVE LANGUAGE (TURKISH) OF BILINGUAL CHILDREN WITH FOLK TALES: THE CASE OF SWEDEN, NORWAY AND FINLAND

The “We Speak Turkish with Anatolian Tales” activity was carried out with bilingual Turkish children aged 8-13 in Sweden, Norway, and Finland. The students who participated in this activity constitute the sample group. Pre-test and post-test were administered to the students by selecting folk tales and words. The study investigated whether the vocabulary of bilingual students could be increased in their native language by using tales. Analyses and inferences were also made according to age, gender, and country. This sample was analyzed using the Single Group Pre-Test-Post-Test Design method, which is one of the weak experimental designs among experimental research methods. The SPSS method focused on the vocabulary and listening comprehension skills of bilingual Turkish children. Frequency Analysis, Shapiro-Wilk Test, Wilcoxon Sign Ranks Test, Kruskal-Wallis Test, Mann Whitney U Test were used to analyze the data. While it was found that the values were close to each other according to countries and gender and did not show significant variability, it was concluded that there were significant changes in the average academic achievement in terms of increasing Turkish vocabulary. It was also observed that there were differences according to age, with the older age group having a significantly higher average.

Use Of Spoken Corpora in Language Learning and Teaching

This article discusses the use of spoken corpora to enhance language learners' listening comprehension skills. Spoken corpora provide learners with exposure to authentic spoken language, allowing them to familiarize themselves with natural speech patterns, intonation, and colloquial expressions. Learners can engage in various activities such as transcription, note-taking, and comparative listening to develop their listening accuracy and ability to recognize spoken words and structures. Online platforms and resources like TED Talks, YouTube channels, and linguistic archives such as the International Dialects of English Archive offer valuable spoken corpora for language learners. These resources provide opportunities for listening practice, interactive activities, and targeted learning of specific linguistic features.

Effectiveness of Lib-Rungog: Audiobook on the Listening Comprehension Skills of Grade 7 Learners: Basis for Intervention Program

This study investigates the impact of the Lib-RUNGOG Audiobook intervention on the listening comprehension skills of Grade 7 students. Employing a randomized pre-test post-test control group design, the study compares the performance of an experimental group exposed to the audiobook intervention with a control group utilizing traditional listening strategies. The research instruments include a Mother Tongue-Based Multilingual Education (MTB-MLE)-integrated audiobook, pre-test, and post-test items. Data analysis involves t-tests for independent and correlated samples, with a significance level of 0.05. The findings reveal a significant improvement in the experimental group's post-test scores, emphasizing the efficacy of the Lib-RUNGOG Audiobook intervention. In contrast, the control group employing conventional strategies shows no significant improvement. A comparison between the two groups suggests that, on average, the Lib-RUNGOG audiobook intervention yields higher post-test scores. However, the intervention group exhibits a greater variability in scores, emphasizing the need for nuanced understanding of individual responses. In conclusion, the Lib-RUNGOG Audiobook intervention demonstrates a substantial positive impact on reading comprehension skills. While both approaches were effective, the innovative audiobook intervention stands out in enhancing academic performance. The study recommends the integration of such interventions in educational settings, with a focus on individualized learning plans. Future research should explore the long-term effects and establish collaborations among teachers, parents, and researchers to optimize educational strategies, especially in the context of listening skills.

The Power of English Music to Improve Students' Listening Skills

This study looked at the effectiveness of using English music as a learning tool to improve listening skills in a group of 132 students. Snowball sampling was used to select a sample of 54 students. This research uses a quantitative research methodology, with two groups: an experimental group that uses English songs as a learning tool, and a control group that uses traditional teaching methods. This research should explain how English songs can improve students' listening skills. In addition, this research seeks to understand the causes of students' poor listening skills so that appropriate treatment can be implemented in the classroom. The research results revealed a significant positive impact on students' listening skills when learning through English songs. This method substantially improved the listening skills of the experimental group. This research shows that incorporating songs and lyrics into the classroom is the most effective method for improving students' listening skills. These positive results were caused by good student responses and improved listening comprehension skills. In conclusion, this study advocates the integration of English music into language education as a powerful tool for developing listening skills. Positive feedback from students and demonstrated improvements in listening comprehension underscore the effectiveness of this innovative pedagogical approach. This research provides valuable insights for language educators and curriculum developers seeking innovative and engaging methods to improve language acquisition.

Students’ Learning Environment in Relation to their Perception in Listening Comprehension Skills

Students’ learning environment plays a crucial role in their learning process and their perception of and abilities in listening comprehension. This study aims to determine the relationship between students’ learning environment and their perception of listening comprehension skills. A descriptive correlational research design was used in the study. One hundred thirty-three respondents were chosen. Dundee Ready Educational Environment Measure (DREEM) questionnaire and Foreign Language Learning Survey (FLLAS) were used. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient, were the statistical tools used in the study. Results showed that students’ perception of their learning environment was satisfactory, and students’ listening comprehension was satisfactory. The findings revealed a highly significant relationship between student’s perceptions of the learning environment and their listening comprehension skills. Future researchers are encouraged to conduct more studies on the students and their listening comprehension skills since only a few research have tackled this.

Using Google Classroom to Develop EFL Listening Comprehension Skills and Motivation of Secondary Stage Students

Using Google Classroom to Develop EFL Listening Comprehension Skills and Motivation of Secondary Stage Students

The Impact of Youtube English Videos on Students’ Listening Comprehension Skills at Senior High School in Gowa

Technological developments in this modern era have made many people accustomed to using technology that is fast and easily accessible anywhere as an information space, especially in the world of technology. One of the information technologies used by researchers in this research is online social media, namely the YouTube application media. This research aims to determine the impact of YouTube English videos on students' listening skills at SMA Negeri 10 Gowa. This research is quasi-experimental research using the Control class and the Experiment class. The sample for this research consisted of 30 Experiment class students and 30 Control class students at SMA Negeri 10 Gowa. The results of this research show that the post-test results for the Experiment class have an average score of 78.50 and the pre-test is 69.07, while the post-test for the Control class has an average score of 51.57 and the pre-test is 34.97. The results of the data were analyzed using the Paired t-test, which showed that Sig. (2-tailed) was 0.000 lower than 0.05 so that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. These results show the Impact of YouTube Videos on Listening Skills Student. Based on the results of this research, it can be concluded that the YouTube application media is effective and has an impact on the listening skills of class X SMA Negeri 10 Gowa.

The influence of listening comprehension skills on other skills in Arabic language education

Tinglash qobiliyati talabaning eng muhim qobiliyatlaridan biridir va arab tilini o'rganuvchi o'zlashtirishi kerak, chunki buning malakasi va o'zlashtirilishi mahorat - arab tilini o'rgatishning eng yaxshi usuli. Tinglash va boshqa til qobiliyatlari o'rtasidagi bog'liqlik quyidagilardan biridir o'zaro bog'liqlik va integratsiya. Tinglash - bu o'zlashtirishga olib keladigan mahorat boshqa ko'nikmalar. Bu ko'nikma juda muhim, chunki bu mahorat boshlang'ich hisoblanadi boshqa ko'nikmalarni egallash yo'li. Agar talaba tinglash qobiliyatini o'zlashtirsa, u shunday qiladi qolgan ko'nikmalarni osongina o'zlashtiring

Cadets’ Listening Skills Development by Means of iSpring QuizMaker Computer Program

New educational paradigm requires the implementation of effective training aids to improve cadets’ foreign language communicative competence. For this reason, the search for new tools for development of key skills is a top problem of theory and practice of teaching foreign languages. The paper substantiates the didactic potential of e-learning tools for the development of certain skills and control of mastering material by cadets. The author touches upon the issues of teaching foreign languages cadets using a modern digital tool – iSpring QuizMaker, which is an additional program for Microsoft PowerPoint. The teaching staff use it to create interactive tests and e-books. In general, the computer program is designed to upgrade and intensify the learning process at the Yaroslavl Higher Military School of Air Defense. The emphasis is made on the possibility to create interactive tests for listening comprehension. The variability of exercises is the main advantage of this program and makes the process more effective and efficient. This function allows to develop cadets’ listening comprehension skills for different purposes. The author provides the examples of iSpring Suite interactive tests in the study of the topic «Top 5 U.S. fighters today» with the second-year cadets of the Yaroslavl Higher Military School of Air Defense.

Effectiveness of modern methods in developing listening comprehension skills of nonphilological students in english

This article provides information on ways to develop listening comprehension skills in English. In particular, phonemic, phonetic and intonation components of the main language are deeply interpreted in the development of listening comprehension. The article deals that the modern teaching with listening skills. Also, it is given the easy way improving languages listening skills below.

The Use of Podcast to Teach Listening Comprehension to EFL Students: A Library Research

This research provides a review of the current literature on podcast in listening comprehension of EFL students. The type of research is library research study. The aim of this research is to analyze the effect of podcast in improving listening comprehension skills on EFL students. This paper reviewed six articles conducted between 2010-2020 utilizing multiple databases, they are ProQuest, EBSCOhost, and Springer Link through the digital library e- resource Perpustakaan Nasional RI. Furthermore, Google Scholar and Research Gate were used as additional resources. Each relevant publication screened according to some parameters; year of publishing, country, research purpose, research participant, methodology, research finding, type of article, and article in English text. A preliminary synthesis indicates that the majority of studies related to podcasts in improving listening comprehension to EFL students focused on the themes namely: (1) the effect of listening to podcast in improving students’ listening comprehension and (2) how podcast improve students’ positive perception and satisfiction in learning, then finally affected the improvement of students’ listening comprehension skills. A number of suggestions for future research have emerged from the quality and the content of previous studies. They are methodology and quality design of podcast to determine the long-term effects of podcasting on learning outcomes.