Listening Strategy Instruction Research Articles

The Effect of Using Listening Strategy Instruction on English Major Students' EFL Listening Comprehension Performance

The Effect of Using Listening Strategy Instruction on English Major Students' EFL Listening Comprehension Performance

Effects of Listening Strategy Instruction Incorporating Intensive and Extensive Listening on Listening Skills and Metacognitive Awareness

Effects of Listening Strategy Instruction Incorporating Intensive and Extensive Listening on Listening Skills and Metacognitive Awareness

İkinci dil olarak Türkçe öğretiminde çevrim içi dinleme stratejileri öğretimi

Listening strategies are enacted plans that one can use to better understand, learn, remember, and comprehend a target language. The present study aims to examine how the process of listening strategy instruction may be implemented in the teaching of Turkish to L2 learners. The study was a qualitative one, conducted with the action research method on an online platform, Zoom. Five Turkish L2 learners participated in the study. The results show that students used the listening strategies in various frequencies and combinations during the implementation process. Throughout the implementation process, the least used strategies were relating with prior information, performance evaluation, monitoring, and inferencing, while the most frequently used strategies were note-taking, determining keywords, translating, and prediction. The students stated that prediction, note-taking, and planning were the most useful strategies for them during the implementation process. Also, the use of authentic videos in online listening strategy instruction lessons contributed to students' learning in diverse areas of interest, particularly learning new vocabulary, and thus motivate them.

Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts.

The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill

This study investigated the effects of metacognitive listening strategy instruction (MLSI) and learners’ locus of control orientation on the listening comprehension of EFL learners. 100 EFL students at the University of Zanjan and Imam Khomeini International University of Qazvin were randomly chosen. The participants were randomly assigned to an experimental group (N = 50) and a control group (N = 50). The experimental group received 10 weeks of treatment including 10 sessions of metacognitive listening strategy training. Both groups took the Metacognitive Awareness Listening Questionnaire and Rotter’s Internal-External Locus of Control Scale before the treatment sessions. Then, they took the listening pre-test and after the treatment, the listening post-test was administered and the required data was obtained. The findings revealed that MLSI had a significant impact on the learners’ listening comprehension for the learners with internal LoC; However, external LoC did not have any significant moderating effect on listening comprehension ability. Pedagogical implications are suggested for an EFL teaching/learning context.

Effects of Strategy Instruction on Tertiary Students’ Attitudes towards Learning English Listening Skill: An Action Research Project in Vietnam

Strategy instruction has been proved as an effective method to enhance the listening ability and metacognition of learners of English as a foreign language (EFL). However, little attention has been paid to how listening strategy instruction impacts the learners' attitudes towards their listening learning. This study investigated Vietnamese students' attitudes towards English listening learning after the two cycles of an action research project in which strategy instruction was employed as the intervention. A total of 30 English-majored freshmen students in a university in Vietnam expressed their attitudes through weekly diaries and focus-group interviews. The findings revealed that the students showed positive attitudes towards English listening learning in terms of all three aspects of attitudes, i.e., cognitive, behavioral, and effective. The results of the study suggest that teachers of English should implement strategy instruction in English listening classes to motivate their EFL learners. Moreover, collaboration with the teacher and among partners is advisable.

The effectiveness of second-language listening strategy instruction: A meta-analysis

Research on the effects of second language (L2) listening strategy instruction (SI) has gained momentum in recent years (e.g. Vandergrift & Tafaghodtari, 2010). However, the reported results have been inconclusive and varied across studies. Synthesizing the results of quantitative research in this domain, the present meta-analysis sought to determine the overall effectiveness of L2 listening SI as well as to examine the extent to which the effectiveness of instruction is likely to vary as a function of a set of potential moderators (i.e. learning contexts, treatment types, methodological variables, and outcome measures). A comprehensive search identified 45 primary studies, contributing data from 51 independent samples on the effects of SI on L2 listening comprehension. The aggregated findings indicate a medium effect of listening SI ( d = 0.69). These effects were also found to vary as a function of several moderator variables. Based on the obtained findings, L2 teachers are recommended to incorporate listening SI into L2 curricula. Pedagogical suggestions and directions for future research are provided in our discussion.

Dialogic interaction and dynamic systems theory in listening comprehension: A case study of metacognitive interventions

The present paper explored the developmental trajectories related to an EFL learner's metacognitive strategy use as well as listening comprehension from a dynamic systems theory perspective. The general purpose of the study was to investigate how the EFL learner's listening comprehension evolves as a result of interacting with metacognitive strategies. To this end, an intermediate 15-year-old Iranian EFL learner's metacognitive strategy use and listening comprehension were traced and studied every three weeks during a 35-week span. The data was analyzed using the dynamic systems techniques including the moving min-max graph, moving window correlation, and Loess smoothing. Complementary data were collected using diaries and a MALQ questionnaire. Results were indicative of a non-linear developmental pattern in the learner's metacognitive strategy use and listening comprehension. The developmental patterns and dynamic correlation may add to our understanding of the interaction between the metacognitive strategy use and listening comprehension in a dynamic system. Our findings might possess implications at the level of theory construction and inform pedagogical practice concerning the development of the metacognitive strategy use and listening comprehension in EFL/ESL contexts. Findings could be applied to textbooks by including a dynamic perspective in listening strategy instruction and assessing the listening performance to cater to the learners' developmental learning needs.

THE ONLINE LISTENING STRATEGY INSTRUCTION AND VOCABULARY KNOWLEDGE ON LISTENING SKILL OF GRADE 12 JAPANESE LANGUAGE LEARNERS IN BEKASI WEST JAVA

ABSTRACT
 This article presents the result of empirical research that investigates the effect of online listening strategies instruction and vocabulary knowledge on Japanese language learners' listening skill. Listening strategies instruction used are the integrative model and the Oxford model. Participants in the study were 44 Japanese language learners of grade 12 from SMAN 21 Bekasi. This research used a quantitative approach and a quasi-experimental method. The data was collected by pre-test and post-test related to the learners’ Japanese listening skills. The learners' vocabulary knowledge was also measured using a vocabulary knowledge test. The result showed that the online listening strategy instruction, integrative model could not be given to students of class XII of SMAN 21 Bekasi due to the absence of a significant effect of the method and vocabulary knowledge on listening skills of Japanese language learners of grade 12 from SMAN 21 Bekasi. The research shows the possibility of other factors such as learning independency and learner autonomy that can affect the effectiveness of online listening strategy instruction, integrative model on Japanese listening skills. 
 
 Keywords: Listening Strategy Instruction; Listening Skill; Vocabulary Knowledge; Japanese language.

The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners ( n = 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.

An Evaluation of Listening Strategy Instruction Intervention among EFL Learners at Thai Nguyen University

The study was conducted at two institutions (The International School and The College of Education) Thai Nguyen University. The total number of participants was 92. The study employs a quasi-experimental research design to evaluate the effectiveness of a listening strategy instruction invention towards the listening comprehension. The findings reveals that students use listening strategies at a low level (M=2.1). The results also confirmed that the listening intervention really helped students in their listening ability. The mean of pre-test was M=3.72. After four weeks of intervention the mean scores were M=4.96 for the experimental group and M= 3.83 for the control group. After another four weeks, the improvement of the experimental group was M=5.6 compared to M=4.54 in the control group. At the end of the intervention the improvement the mean scores for experimental group and control group were M=6.41 and M=5.45 respectively. From the findings, it is concluded that the listening strategy intervention really improve students’ listening comprehension.

Working memory and language aptitude in relation to listening strategy instruction in an instructed SLA context

AbstractThe present small-scale study explores whether working memory (WM) and language aptitude (LA) explain any variance in L2 listening comprehension beyond baseline listening ability and explicit strategy-based listening instruction in an instructed EFL setting at the tertiary level. In a pretest/posttest non-randomized group design, the experimental group (N = 19) received explicit strategy-based listening instruction for 12 hours while the control group (N = 17) followed their regular L2 listening course syllabus. L2 listening comprehension was measured with an L2 academic listening comprehension test. WM measures (Foster et al., 2015) included an operation span task (OST), a symmetry span task (SST), and a rotation span task (RST). LA was assessed with LLAMA (Meara, 2005). The findings revealed the effectiveness of strategy-based intervention for L2 listening comprehension. A hierarchical regression analysis indicated that baseline listening scores explained about 52% of the variance in the post-listening scores, while listening strategy instruction explained an additional 16% of the variance. On the other hand, WM and LA did not explain any variance in listening comprehension scores, suggesting that the two individual learner differences in the present study are not significant predictors of L2 listening comprehension.

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.

Exploring the role of strategy instruction: Young learners’ listening performance and strategy use

This paper reports on an exploratory investigation into the impacts of implicit instruction of listening strategies on strategy use and listening performance of young EFL learners in Turkey. Data from 34 lower-intermediate learners of English in two-4th grade-classes in a primary school were analysed to investigate to what extent their employment of listening strategies varied after 12-week-strategy instruction integrated into their listening activities, and whether there was any change in their awareness of top-down and bottom-up processes in listening comprehension. Qualitative instruments of listening interviews were employed in the experimental and control groups to explore young learners’ listening strategy use. Also, self-assessment grids and a pre- and post-test provided evidence of how the experimental group class had changed their reported strategy use and performance in listening comprehension. Analysis of the data revealed a difference in young learners’ listening performance and strategy use over the examined time period, including a reported change in awareness of listening, increase in self-confidence, and a greater willingness to engage in strategy use. These findings are discussed in terms of the development in listening comprehension in English. This study implies that listening strategy instruction should be integrated in second language listening classroom to better young learners’ listening.

The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners

The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an experimental group and a control group. The experimental group ( N = 27) received the listening strategy instruction based on the framework proposed by Yeldham and Gruba, whereas the participants in the control group ( N = 25) were instructed traditionally without receiving any strategy instruction. To collect the required data, the listening section of the International English Language Testing System (IELTS), Foreign Language Listening Anxiety Scale (FLLAS), and Second Language Listening Self-Efficacy Questionnaire (SLLSQ) were administered to assess the listening comprehension, listening anxiety, and listening self-efficacy of the learners before and after the intervention. The findings of the study indicated that listening strategy instruction significantly improved learners’ listening comprehension ability and reduced learners’ L2 listening anxiety. However, it was revealed that listening strategy intervention failed to significantly improve L2 listening self-efficacy of the learners. In light of the gained results, the implications of this study are discussed with respect to L2 teachers, learners, and curriculum developers.

Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

Examining the Effect of Listening Strategy Instruction on EFL Iraqi Learners’ Listening Anxiety

Examining the Effect of Listening Strategy Instruction on EFL Iraqi Learners’ Listening Anxiety

The Effect of Metacognitive Listening Strategy Instruction on Omani Grade 11 EFL Learners’ Listening Comprehension and their Metacognitive Listening Awareness

This quasi-experimental study investigated the effect of metacognitive listening strategy instruction on Omani Grade 11 EFL learners’ listening comprehension and their metacognitive listening awareness. The sample of the study included two groups (experimental and control, n=112) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2017-2018. Two research instruments were used to collect data: a listening comprehension test and metacognitive awareness for listening questionnaire. The results of the study revealed that students in the experimental group outperformed their counterparts in the control group in the listening comprehension as a result of the metacognitive listening strategy instruction. Similarly, there was a statistically significant increase in the experimental group students’ metacognitive listening awareness as a result of the intervention. In light of these findings, implications and recommendations for further studies were offered. https://doi.org/10.26803/ijlter.18.9.14

The Effects of Listening Strategy Training on Korean Secondary School Students’ English Listening Comprehension

This paper sought to investigate the effects of listening strategy training on Korean secondary school students’ English listening comprehension. This study addressed the following issues: (1) the frequency of strategies used during listening, (2) the effects of strategic listening training on the improvement of students’ listening ability, and (3) the change of learners’ affective aspects and attitudes regarding listening. For the sake of these research questions, the study separated 45 high school sophomores into two groups: 23 in the experimental group (listening strategy instruction) and 22 in the control group (traditional listening instruction). After the obtained data from questionnaires and listening comprehension tests were analyzed, the major results were as follows: First, the experimental group used listening strategies at a higher frequency than the control group. Second, listening comprehension test scores improved significantly after training in listening strategies. Third, this research showed that listening strategy training had a positive influence on students’ English listening attitudes. (Korea University)