Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems (original) (raw)

2020, International Journal of Research in English Education (IJREE)

The present research investigated listening strategy utilization among 60 Iranian EFL senior high school learners. Furthermore, it tried to distinguish 1) the strategies utilized all the more frequently by learners, 2) the relationship between listening strategy utilization, and listening comprehension problems. In this study, problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To gather the required information, a survey was dispersed among the members. After collecting the information and analyzing them through SPSS software, the outcomes uncovered that 'input' and 'affect' were two primary listening comprehension problems the students experienced. Results additionally showed that the principle listening strategy utilized by students was meta-cognitive strategy. The connection between listening problems and technique utilized among the students was measurably critical and negative. Results suggest that it is essential for second language educators to know about the distinctive listening problems to empower listeners to use the suitable techniques.