The Impact of Explicit Teaching of Listening Strategies on Iranian EFL Learners' Listening Comprehension (original) (raw)
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International Journal of Applied Linguistics and English Literature
Listening comprehension plays an important role in the process of language learning as it is one of the four major skills in language acquisition. This study was conducted to investigate the effectiveness of listening strategy instruction on improving listening comprehension of Iranian EFL learners. To achieve this goal, forty students studying at Birjand University were participated in the current study. All of thestudents were within the age range of 18 to 22. Then, they were non-randomly divided into two groups, as a control and an experimental group. Theexperimental was taught based on a guide lesson plan regarding listening strategies while the control group did not receive any treatment. The listening section of TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results of Independent Samples Test indicated thatinstructing listening strategies had no significant impact onlistening comprehension of Iranian pre-interme...
International Journal of Research in English Education (IJREE), 2020
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.
This study aims at uncovering listening strategy use by Iranian EFL learners in general, and differences among proficient and less-proficient learners, in types of strategies used. To get to this, 40 EFL learners including 10 males and 30 females were selected and, based on listening proficiency test, were divided into two groups: proficient and less-proficient, each containing 20 learners. A listening comprehension test as well as a Likert-Scaled Listening Strategies Questionnaire were administered to the participants. Data collected from listening comprehension test was run through an independent sample t-test, while questionnaire data was analyzed through factor analysis, multiple regression analysis, and independent sample t-test using SPSS version 19. Results of factor analysis indicated that cognitive, metacognitive, and socio-affective strategies were responsible for 54.26% of Iranian EFL learners listening proficiency. Multiple regression analysis revealed that participants employed cognitive strategies more than other strategies (B =.612, T =306, sig=.003). However, independent sample t-test showed that proficient listeners used metacognitive strategies more frequently (T =2.205, sig =.00)
How Explicit Listening Strategy Instruction Affects Listening Comprehension of Different Learners
Journal of Language Teaching and Research, 2017
Listening has been a growing interest of EFL/ESL researchers and teachers in the last 50 years because the majority of learners view listening as one of the most problematic skills. Recently, there have been discussions on teaching listening with the emphasis on strategy instruction for better achievement in listening comprehension. Hence, the researcher designed this quantitative study to help learners overcome their problem. The aim of this experimental research is to investigate whether explicit instruction of listening strategies s listening skill of different learner types. The study was conducted in an English language academy in Iran with 135 high-Intermediate EFL participants for 10 sessions. A pre-/post-test design was selected for data collection. The results revealed that all learners showed a higher mean score in the post-test than the pre-test but with a slight difference in improvement of listening comprehension of different learner types.
The present study investigates the effects of a programme on the improvement of female EFL learners’ listening comprehension. Saudi EFL learners seem to have difficulty understanding oral English texts. A listening comprehension test and listening strategies use questionnaire were administered to a total of 91 female EFL university learners .They were selected from first year preparatory students of non-English specializations. The participants of the study were randomly drawn from 20 groups at a Saudi University. The sample was divided into an experimental group of 54 students and a control group of 37 students. Prior to the treatment, the two groups were assessed on listening by pretest. The pretest score was used as a covariate to adjust for the initial difference in listening proficiency. This study examined whether there were significant differences between the experimental group and the control group on the English Language Listening post-test. The study also examined whether there were significant differences between the mean scores of pre and posttest of the English Language listening test. The Students‘ English Language Listening comprehension was measured by an English Language Listening test that was constructed by the researcher Participants’ listening strategies were measured by a Strategic Listening Likert–scale questionnaire (SLQ). Their listening comprehension skills were measured by an EFL listening comprehension test. A Pearson correlation analysis was run to test the effectiveness of the listening programme on the students‘ listening comprehension. The findings revealed that there were differences in the listening strategies and the listening comprehension test between the experimental and control groups on the post-test in favour of the experimental group. Therefore instructing EFL students on how to use strategies and monitoring the listening strategies are effective practices.
English Language Teaching, 2011
The purpose of the current study was to identify Iranian EFL freshman university students’ listening proficiency levels and the listening strategies they employed to investigate the relationship between these two variables. A total of 92 freshmen were involved in this study. The Oxford Placement Test was employed to identify the learners’ listening proficiency levels and a Listening Strategy Questionnaire was used to identify the strategies they employed in listening. The descriptive analysis of the listening strategy questionnaire revealed that Iranian EFL freshman university students at advanced, intermediate, and lower-intermediate levels employed meta-cognitive strategies more frequently and actively; followed by cognitive and socio-affective listening strategies. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the listening strategies employed by advanced, intermediate, and lower-intermediate freshmen and their listening...
Asian Journal of Research in Social Sciences and Humanities, 2015
It is obvious that students feel anxious when they miss some parts while listening in the classroom. In addition, among all four skills required to use a language, listening skills are considered as one of the most important skills that educators are always concerned about. Therefore, training EFL learners to utilize cognitive and metacognitive listening strategies while listening in EFL contexts can assist them in the achievement of higher levels of listening comprehension. The main objective of this is to determine whether the learners are able to enhance their listening comprehension by using different cognitive and metacognitive strategies. The participants of this study were 80 intermediate male students of Iran language institute in Darab, Fars province. After screening the participants through the pre-test 47 of them were selected and assigned randomly to 2 experimental (n=22, n=25) groups and others were assigned to a control (n=21) group. Each intact class was randomly selected to two experimental groups including (1) cognitive strategies group; (2) metacognitive strategies group; and one control group without any intervention. One of the experimental group was taught to use some cognitive listening strategies while listening and the students in another experimental group were taught how to use some metacognitive strategies while listening. The results of the study indicated that metacognitive and cognitive listening comprehension strategy training based on CALLA instructional model could play a significant role in enhancing Iranian EFL learners' listening comprehension. Finally, metacognitive listening strategy training could play a better role in enhancing listening comprehension, in comparison to cognitive listening strategy training. .
An Investigation of the Listening Comprehension Strategies Used by Iranian EFL Learners
International Journal of Applied Linguistics and English Literature, 2015
The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. A total number of 120 Iranian male and female EFL learners at Payam-e-Nour university sat for an OPT test so as to make a homogenous group. Then 76 participants were selected according to OPT criteria to sit for Cheng's listening strategy questionnaire (2002) with subscales of '' Metacognitive , ''cognitive'', and '' Socio-affective'' strategies in the Likert-scale format. After gathering the data multiple statistical tests were run. The result indicated that Iranian EFL learners used more metacognitive strategies than cognitive and socio-affective strategies respectively and gender influenced selecting the types of strategies for listening.
A Listening Strategy Instruction and Iranian EFL Learners’ Micro and Macro Listening Comprehension
Academic Journal of Psychological Studies, 2021
This study was an attempt to investigate the effect of strategy instruction on micro and macro listening comprehension among Iranian Intermediate EFL Learners. The researcher chose 60 male and female EFL learners whose homogeneity was determined through administering an Oxford Placement Test (OPT) at the beginning of the study. The participants were divided into two groups: the experimental group which was taught by strategy instruction, and the control group, which was taught without strategy instruction. The instrument utilized in this study was a listening test, the test was used as both the pretest and posttest. A number of independent samples t tests were conducted to determine whether there was a significant difference in developing the macro and micro listening of EFL learners in the two groups and to find the possible significant difference in listening comprehension development of EFL learners regarding macro and micro skills through strategy instruction. The results revealed that strategy instruction significantly enhanced EFL learners’ macro and micro listening. Based upon the findings of the study, it can be concluded that strategy can be a tool for EFL learners to develop their listening and their aural production. The outcome of this study can be used by curriculum developers and English language teachers to consider the importance of strategy instruction.
Scrutinizing Listening Strategies among Iranian EFL University Students
2016
How to listen effectively is an important aspect of language teaching, nevertheless, it rarely is taught directly. The significance of teaching listening is because it‟s a skill needed for constructing and communicating meaning. Recently, the role of strategy training in facilitating comprehension has been emphasized. In other words, it is highly appreciated that listening strategies are prerequisite to listening comprehension. The main goal of this study was to examine the listening strategies employed by university students. The researchers aimed to find to what extent university students use listening strategies in their EFL listening process, and which kind of strategies is more employed in this level of language learning among Iranian English students. The Persian version of listening strategy questionnaire (LSQ) translated and validated by Ghanizadeh and Babaee Moghadam (2015) was administered to 130 university students in Mashhad. It measures the perceived use of the strategi...