scholarly journals LISTENING COMPREHENSION STRATEGIES OF TURKISH EFL LEARNERS AT UNIVERSITY

2021 ◽  
Author(s):  
Sevgi GÖKÇE
Keyword(s):  
Listening Comprehension ◽  
Comprehension Strategies ◽  
Efl Learners

scholarly journals A Perceptive Determination of Self-Perceived Listening Comprehension Strategies Employed by Saudi English-major University Undergraduates

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eidah Abdullah Al-Malki
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Comprehension Strategies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Efl Learners ◽  
English Major ◽  
University Undergraduates

This cross-sectional survey aims at investigating Saudi English-major university undergraduates about their self-perceived listening comprehension strategies they employ to comprehend listening texts. To generate data for this empirical study, a 5-point strongly agree to strongly disagree Likert-scale questionnaire has been adapted and standardized steps were followed to ensure the reliability and validity of the instrument. Arabic version of the questionnaire was administered to randomly selected male and female Saudi English-major university undergraduates studying at foreign languages department during their regular teaching session to generate data. Descriptive analyses were run to calculate percentages, means and standard deviation. The results inform that the participants of this study prefer to use cognitive strategies the most followed by metacognitive strategies. Socio-affective strategies were reported to be used the least by this group. This trend offers valuable insights into the fact that Saudi English as a foreign language (EFL) learners resort to bottom-up strategies more frequently as compared to the top-down ones. It is recommended that Saudi EFL learners should be made aware of the significance of these strategies to enhance their listening comprehension. English language teachers should provide their students with appropriate skills of how to listen, retrospect on listening process and concentrate on practicing metacognitive and socio-affective strategies during their listening tasks. It is also recommended that teachers should provide their students with this confidence and courage to talk about their listening problems as well as the strategies they have used to tackle those problems.

scholarly journals A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners

2018 ◽  
Vol 8 (6) ◽  
pp. 315
Author(s):  
Choudhary Zahid Javid
Keyword(s):  
Empirical Study ◽  
Grade Point Average ◽  
Listening Comprehension ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Comprehension Strategies ◽  
Low Grade ◽  
Grade Point ◽  
Efl Learners ◽  
Significant Difference

The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

ReCALL ◽  
2013 ◽  
Vol 26 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Jie Chi Yang ◽  
Peichin Chang
Keyword(s):  
Language Learners ◽  
Listening Comprehension ◽  
Short Term Memory ◽  
Limited Capacity ◽  
Short Term ◽  
Term Memory ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact ◽  
Reduced Forms

AbstractFor many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

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