Listening Comprehension Strategies Research Articles

Exploring the Awareness of Listening Comprehension Strategies and Their Influence on Iraqi EFL Students

Listening comprehension is a crucial ability in the field of learning English as a Foreign Language, and there is much interest in the effect of various techniques on promoting this particular skill. This study examines the students' awareness, frequency of use, and the strategies' impact on performance of particular approaches to listening among a group of 100 students learning English as a foreign language. This research applied a quantitative approach using structured questionnaire as an instrument to collect data. Data analysis showed that participants use various techniques on enhancing in enhancing their understanding. The study attempts to elucidate the correlation between the implementation of these strategies and the students' outcomes of listening comprehension, providing significant perspectives for the practices of teaching English as a foreign language. It can be concluded that integration of listening comprehension strategies into EFL teaching practices empower students with practical tools and fosters a deeper understanding of their cognitive processes.

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

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

Saudi Undergraduate EFL Learners' Listening Strategies

Listening comprehension is a critical skill for English as a foreign language (EFL) learners, and it is particularly challenging for Saudi EFL learners due to the differences between Arabic and English phonology. This study investigated the listening strategies used by EFL learners. The Listening Comprehension Strategy Inventory (LCSI) was administered to 73 Saudi EFL learners in a Saudi public university. The survey was divided into three sections: metacognitive, cognitive, and socio-affective strategies. The results showed that the most commonly used listening strategies in each category were: Metacognitive strategies: using prior knowledge and experience to help understand, predicting what will be said, and checking understanding. Cognitive strategies: focusing on key words, repeating words to become familiar with sounds, and using context clues; and Socio-affective strategies: developing a positive attitude towards listening, and believing that it is possible to understand what will be heard. comparing the results of the three constructs show that participants had the highest mean scores for cognitive strategies, followed by metacognitive strategies, and then socio-affective strategies. The results suggest that Saudi EFL learners use a variety of listening strategies. This study contributes to the field by providing new insights into the listening strategies used by Saudi EFL learners.

Listening Comprehension Strategies Employed by English-Honours Undergraduate Students at Myitkyina University

This cross-sectional survey investigates listening comprehension strategies that are used by English-honours undergraduate students of Myitkyina University to comprehend their listening texts. We adopted a 5-point Likert-scale questionnaire, "strongly agree" to "strongly disagree," to generate data for this study, and we used descriptive analysis to calculate percentages, means, and standard deviation. The results show that the participants of this study prefer to use socio-affective strategies the most, followed by cognitive and metacognitive strategies. This trend offers valuable insights into why learners resort to bottom-up strategies more frequently than the top-down ones in learning English as a foreign language (EFL).

A Study on the Use of Listening Strategies and Listening Barriers of Chinese Training Institution Learners

This study analyzes the challenges faced by 90 English language learners enrolled in a Chinese educational institution. It compares high-level and low-level listeners and investigates strategies for students to improve their listening skills. Data was gathered through a questionnaire and an interview that prompted recollection. The initial method assesses students’ attention abilities, while the latter is self-reflective. In the listening phase, participants utilized sensory recall strategies and oral expressiveness to stimulate internal cognitive processes. The researcher also interviewed an instructor to gain insight into Chinese students’ listening difficulties and strategies from an educational standpoint. Hybrid methods enhanced research reliability. Quantitative data was analyzed using SPSS. Transcription, decoding, and qualitative analysis were conducted. Distinct strategies are employed by high- and low-level Chinese listeners, as revealed by the study. Listening problems exhibit significant variability. The study found that poor listening skills can hinder language proficiency, including the ability to articulate sounds, modulate pitch, and control tension. The primary objective of this study is to assess the incidence of listening comprehension strategies through a combination of qualitative and quantitative approaches. The study aims to investigate the listening comprehension of L2 learners from the viewpoints of both the learners and the instructor.

Correlating EFL learners’ critical thinking ability and listening comprehension strategies

Even though there have been numerous studies on the use of critical thinking in language learning, research that specifically explores the relationship between critical thinking skills and listening comprehension techniques is still infrequently performed in the context of learning English in Indonesia. This study aims to reveal the correlation between EFL students' listening comprehension strategies and their critical thinking ability. Fifty Indonesian EFL students of both sexes were chosen as the study's participants to accomplish this. They were all advanced students that were chosen through cluster sampling. The Critical Thinking Questionnaire (CTQ) and the Listening Comprehension Strategies Questionnaire were the two tools used (RCSQ). On the first day, the researcher thoroughly explained the instructions for this survey and gave the participants a CTQ to assess the tactics they had used. LCSQ was delivered to them on the second day. All of the questions had to be answered within the allotted time by the participants. Fortunately, none of the students missed any of the gathered data, which will improve the accuracy of the findings. The study's conclusions showed a strong correlation between advanced EFL students' listening comprehension techniques and their capacity for critical thought. Results may be important because they help students overcome any challenges they may have with particular language abilities by identifying the tactics they use.

Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students

Listening is obviously an essential skill for anyone who wishes to acquire a new language, but second-language (L2) listening research is scarce compared to research on L2 reading. Additionally, the literature indicates that Saudi students, regarding listening, lag behind students from other nationalities on standardized international language tests. Hence, in this study, I examined the use of L2 listening comprehension strategies in an English as a foreign language Saudi university context. Based on an existing 19-item psychometrically validated questionnaire followed by a listening test, the results revealed that students were aware of L2 listening strategies and used cognitive strategies slightly more often than metacognitive strategies. However, notably, their less frequent use of practice-based self-regulation listening strategies (e.g., having good partners in practicing listening skills) could adversely impact their L2 listening success. The results also showed a rather weak significant difference between the listening strategic trait and listening test performance; a weak negative significant relationship between listening strategies, age, and years of learning English; and an insignificant relationship between listening comprehension strategies and academic level. However, the results suggest that the number of years of learning English is linked to better listening test performance. Finally, the items in the existing questionnaire, which was employed to assess listening comprehension strategies, lacked internal consistency and had problematic subscales; nevertheless, an acceptable one-factor model emerged from this study.

Investigating Learners’ Listening Comprehension Strategy Awareness and its Implications for Language Learning

In recent years, the importance of listening when becoming communicatively competent in a new language has been increasingly recognized, and authors such as Richards (2002; 2005) have responded to this awareness by producing material specifically designed to meet this need. In order to develop listening proficiency, other authors (e.g. Vandergrift, 1999) have investigated listening strategies. It is possible that other factors might also influence learners’ listening competence and their strategy choices. The study reported here aimed at finding the relationship between learners’ listening strategy use and listening comprehension achievement concerning their proficiency level, gender, and field of study. The population of the study included 322 university students (99 males, 223 females) at B2 level of proficiency according to the Common European Framework of Reference, who were studying to specialize in Nursing, Physiotherapy and Rehabilitation, and Psychology in a university in İzmir, Turkey. Data were collected through a listening strategy inventory applied to measure learners’ use of metacognitive, cognitive and socioaffective strategies and a listening comprehension achievement test. Statistical analyses of the data revealed statistically significant positive correlations between listening strategy use and listening comprehension achievement (higher achievers used strategies more frequently). There were also significant differences between listening comprehension achievement and listening strategy use with regard to the aforementioned variables.

Metacognitive Listening Comprehension Strategies of Arab English Language Learners

Based on the premise that the higher the metacognitive awareness is, the more successful the learners are or vice versa; this study aimed at categorizing the metacognitive listening comprehension strategies (MLCS) of Arab EFL learners in the Preparatory Year Deanship (PYD), Prince Sattam bin Abdulaziz University (PSAU), Saudi Arabia. The data of 353 participants (237 males and 116 females) collected through the Metacognitive Awareness Listening Questionnaire (MALQ) and analysed using descriptive statistical techniques showed that all participants were higher moderate users of all five subscales formed out of 21 strategies. However, their most preferred subscale was problem-solving and the least favourite was mental translation. Directed attention, planning and evaluation, and personal knowledge strategies ranked second, third, and fourth, respectively. Female and male respondents were also found to have preferred similar strategies. In other words, male and female Arab EFL learners did not differ much in employing the MLCS while listening to English texts. The pedagogical implications of being aware of MLCS were also discussed, along with suggestions for students, instructors, and syllabus designers to integrate explicit metacognitive instructions for preparing, planning, managing, monitoring, assessing, and reflecting on listening activities.

University Student Use and Perception of Listening Comprehension Strategies

The current study aimed to explore undergraduate students use and perceptions of listening comprehension strategies (LCS) in online EMI lectures, and the extent to which LCS use depends on the students’ general language proficiency and language exposure. A total of 76 English majors completed a language proficiency test, an LCS inventory and a language exposure survey. Additionally, 60 of the participants answered 8 open-ended questions on their perceptions of LCS in online EMI lectures. The results of this mixed-methods approach showed that students used a wide variety of metacognitive, cognitive and socio-affective strategies to comprehend online EMI lectures. The students also seemed aware of the particularly challenging nature of online EMI lectures, and thus took several measures before, during and after class to facilitate comprehension. Additionally, the results showed that the students’ choice of LCS is partially dependent on their English language proficiency and exposure.

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.

Methods of using digital technologies for the development of students’ listening comprehension strategies in higher educational institutions

Methods of using digital technologies for the development of students’ listening comprehension strategies in higher educational institutions

Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language

In light of recent developments in the field of language learning strategies, this study aimed to validate a novel instrument to measure listening strategies of L2 learners of English. Items for a questionnaire were adapted from existing sources, generated from qualitative interviews with 34 learners, and created by the researchers themselves based on theoretical developments in self-regulation and English as a lingua franca. Validation involved a process of exploratory factor analysis with 120 learners and confirmatory factor analysis with a total pool of 255 learners of English in a university in Japan. A three-factor model emerged of cognitive strategies, metacognitive strategies, and practice (self-regulation) strategies. Multiple regression revealed that the model of listening strategies was a significant predictor of listening comprehension, as measured by the listening component of the Test of English for International Communication. However, only the ‘practice (self-regulation)’ factor was an independent significant predictor. The results suggest that self-regulation is a robust construct of strategic behaviour. It also reveals several items related to the use of English as a lingua franca as part of this factor, such as applying strategies to communicate with interlocutors of varying proficiencies and accents.

The Use of Listening Comprehension Strategies in Distance Language Education

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

STUDENTS’ LISTENING STRATEGIES TO COPE WITH THE PROBLEMS IN LISTENING CLASS

This study aims to reveal the strategies employed by the students in listening class. Listening is one skill that highly complicated, started from receiving, understanding, remembering, evaluating, and responding to what they hear. It becomes a problem to the students especially in an EFL classroom. Sometimes the students are discouraged to this situation. To overcome the problems, one of the solutions is employing the strategies of listening. The research subject were the students of first semester who take Listening for General Communication subject. Data were collected by questionnaire It consisted of 24 questions for metacognitive strategy, cognitive strategy, and socio-affective strategy. It adapted from Listening Comprehension Strategy Inventory (LCSI). The results showed that metacognitive strategy (50,4%) was the most strategy frequently employed by the students. The second strategy was cognitive strategies (33,0%), and the last was socio-affective strategies (16,6%).

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.

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.

Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension

Listening taking over half of the learners’ time and effort (Nunan, 1998), forms a basis for acquiring much of a language. There are factors affecting listening comprehension and its perception, such as the speech rate, phonological properties of the text, the quality of the recording, the learners’ anxiety, and listening comprehension strategies (Goh, 2000; Hamouda, 2013). At the Iran Language Institute in Dezful, S.W. Iran, some teachers attributed some learners’ perception of partially unsuccessful comprehension of the recorded material to factors such as rate of speech, T-unit length, and pauses between T-units or inside T-units. This study aimed at the probable association between learners' and teachers' perceptions of these variables and compare them to the real qualities of the recordings they listen to. Thus, in an analytic single-shot design, a researcher-made questionnaire was developed and was answered by 504 (229 male and 275 female) participants together with their teachers in 21 classrooms across the six levels of proficiency at the Iran Language Institute. The results, not normally distributed, were juxtaposed with Kendall's tau and Spearman's rho correlation coefficients to ensure maximum agreement between the statistical analyses. The results indicated a strong or moderate correlation between the audio tracks' characteristics with neither learners' perceptions nor teachers' perceptions. Teachers' and learners' perceptions showed a moderate correlation between the perceived rate of speech and a weak correlation between their perceptions of between-T-unit pauses.

Language Management in MICE Industries

Listening cannot be overemphasized since it is a vital skill in terms of the four language arts, language learning, and language teaching. The strategies that MICE-major university students might like are explored for their listening comprehension. Moreover, the research revealed the type of listening comprehension test item that could be difficult for students and indicated the difficulty that students might have in comprehending the test item so as to find some good strategies to overcome the difficulties. Furthermore, the classification of listening comprehension test items will conform to that of educational objectives of cognitive domain based on Bloom's (1974) taxonomies of educational learning [5]. Based on the findings, MICE-major university students will review their learning process and ask for more listening practice and strategic guidance in the hope that such activities will improve their listening comprehension and solve their listening difficulties, so that language teachers will create a win-win opportunity to double-check instructional deficiencies and offer supplementary aids. The qualitative research was conducted through a semi-structure interview. Based on academic performance, subjects recruited in this study were included 24 MICE-major students, 12 of whom were chosen as HPL students while the other 12 as LPL ones at National Kaohsiung University of Hospitality and Tourism in Kaohsiung City, Taiwan. The instruments used in this study included the simulated listening comprehension test of the Intermediate Level of the GEPT, and listening comprehension strategy questionnaire designed by the researchers. The pedagogical implication of research results will help ESP teachers to enhance their MICE-major university students' listening comprehension in their oral communication as required at work.

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