scholarly journals The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Hassan M. Kassem
Keyword(s):  
Self Efficacy ◽  
Listening Comprehension ◽  
Listening Strategies ◽  
The Relationship ◽  
College Sophomores

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

2021 ◽  
pp. 136216882110046
Author(s):  
Brett Milliner ◽  
Blagoja Dimoski
Keyword(s):  
Training Program ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Strategy Instruction ◽  
Convenience Sample ◽  
Efl Learners ◽  
Metacognitive Intervention ◽  
Quasi Experimental ◽  
Teaching Of Listening ◽  
Listening Strategies

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.

scholarly journals The Relationship between Metacognitive Listening Strategy Used by Proficiency Level and Their Listening Comprehension for Eleventh Grade in SMA Negeri 1 Gresik

2021 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Fadlilatul Ummah ◽  
Yudhi Arifani
Keyword(s):  
Quantitative Research ◽  
Listening Comprehension ◽  
Correlation Study ◽  
Metacognitive Awareness ◽  
P Value ◽  
Low Level ◽  
Proficiency Level ◽  
Listening Strategies ◽  
Listening Process ◽  
The Relationship

Listening is one of receptive skills which is important for language learners in order to understand and construct meaning from oral information which has been delivered. Meanwhile, metacognitive listening strategy is one of listening strategies that could be used by learners before, during, and after listening process in order to improve students’ listening ability. Here, the researcher wants to know whether there is relationship between metacognitive listening strategy and students’ listening comprehension. There are two aims of this study: 1) to know the different use of metacognitive listening strategy by proficiency level, and 2) to know the relationship between metacognitive listening strategies and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. This study applied quantitative research using correlation study, 30 students included high, middle, and low-level were the sample of this study. The data have been collected by using listening strategies questionnaire, metacognitive awareness listening questionnaire (MALQ) and listening TOEFL test. The first questionnaire contained listening strategy in order to know the students who used metacognitive listening strategy and selected the sample. The second questionnaire had a purpose to get the answer of students’ metacognitive listening strategy. The listening TOEFL test have been used to get the students’ score of listening comprehension and classified the students into high, middle, and low- level students. After gaining the data, the researcher analyzed the data using statistical computation of Microsoft Excel and SPSS 16.00. The research finding from the computation of the data showed that there was significant different on the use of metacognitive listening strategy by proficiency level in which p-value was 0.015 < ɑ (0.05) and there was positive, strong correlation between metacognitive listening strategy and students’ listening comprehension (r=0.525). Furthermore, the p-value of Pearson Product Moment was 0.03. It means that there was significant relationship between metacognitive listening strategy and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. It could be summed up that there was positive, strong, and significant correlation between metacognitive listening strategy and students’ listening comprehension. Based on the result of the study, the students needed to increase their metacognitive listening strategy for getting better performance in listening comprehension. If metacognitive listening strategy increased then so did students’ listening comprehension. Therefore, the researcher gives some suggestions. Firstly, the teachers should consider metacognitive listening strategy for the students in order to improve students’ listening comprehension. Secondly, for the students, they are expected to increase their metacognitive awareness by applying metacognitive listening strategy in their listening process. The last for the next researchers, they are expected to conduct the research about metacognitive listening strategy by involving more subjects.

scholarly journals An Investigation into Listening Comprehension Strategies and the Relationship between Listening Comprehension Strategies and Overall Proficiency Level of Intermediate and Advanced Learners

2017 ◽  
Vol 8 (1) ◽  
pp. 149 ◽  
Author(s):  
Ali Kazemi ◽  
Soraya Kiamarsi
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Listening Comprehension ◽  
Cognitive Strategies ◽  
Comprehension Strategies ◽  
Placement Test ◽  
Advanced Learners ◽  
Listening Proficiency ◽  
Listening Strategies ◽  
The Relationship

Research into the role of listening strategies in acquiring knowledge of language has attracted increasing attention over last decades. The current study sought to determine the strategies used by intermediate and advanced learners. It also attempted to investigate the relationship between learners’ overall language proficiency and their choice of strategy. To this end, two language institutes were randomly selected in Yasouj. A Quick Placement Test was validated and administered. Based on the results, 30 intermediate and 30 advanced EFL learners were selected. Two listening tasks were given to each group. Think-aloud technique was used in order to elicit learners’ listening strategies. The protocols were coded by two raters in order to yield more reliable results. The data analyzed through descriptive statistics showed that advanced learners employed more listening comprehension strategies than intermediate listeners did. It was shown that advanced learners employed meta-cognitive strategies more frequently than cognitive and socio-affective strategies. However, intermediate language learners employed cognitive, and then social/affective strategies more frequently. The findings of the present study indicated that there was a relationship between overall listening proficiency of language learners and listening strategies employed by them.

Employee Strengths Use and Thriving at Work

2020 ◽  
Vol 19 (4) ◽  
pp. 197-205
Author(s):  
He Ding ◽  
Xixi Chu
Keyword(s):  
Self Efficacy ◽  
Mediation Model ◽  
Model Data ◽  
Strengths Use ◽  
Moderated Mediation Model ◽  
Indirect Relationship ◽  
Relationship Of ◽  
The Relationship ◽  
Humble Leadership ◽  
Thriving At Work

Abstract. This study aimed to investigate the relationship of employee strengths use with thriving at work by proposing a moderated mediation model. Data were collected at two time points, spaced by a 2-week interval. A total of 260 medical staff completed strengths use, perceived humble leadership, self-efficacy, and thriving scales. The results of path analysis showed that strengths use is positively related to thriving, and self-efficacy mediates the relationship of strengths use with thriving. In addition, this study also found perceived humble leadership to positively moderate the direct relationship of strengths use with self-efficacy and the indirect relationship of strengths use with thriving via self-efficacy. This study contributes to a better understanding of how and when strengths use affects thriving.

The relationship between body image, physical self-efficacy and motor abilities in children

2007 ◽  
Author(s):  
Milena Morano ◽  
Laura Bortoli ◽  
Italo Sannicandro ◽  
Dario Colella
Keyword(s):  
Body Image ◽  
Self Efficacy ◽  
Motor Abilities ◽  
The Relationship
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