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

Al-Malki, Eidah Abdullah

doi:10.24093/awej/vol9no1.20

Cited by 5 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kassem (2015) has also reported that Egyptian EFL learners also use listening strategies as mentioned above. The same trend has been reported in several other studies which investigated Saudi, Iranian and French EFL learners respectively (See for example Al-Malki, 2018;Nowrouzi, Sim, Zareian, & Nimehchisalem, 2014;Mohseny & Raeisi, 2009;Vandergrift, 2003). Javid, Al-Thubaiti & Uthman (2013) have investigated language learning strategies of 240 Saudi English major undergraduates and the results have indicated that learners with high English proficiency use these strategies more frequently as compared to low English proficiency group.…”

Section: Data Collection and Data Analysessupporting

confidence: 83%

“…8, No. 6;2018 watching English movies, both groups have assigned third highest mean of 4.404 and 4.07 to their preference to watch English programs on TV as well. Highest preferences to both these items seem to suggest that Saudi EFL learners understand the significance of continuous exposure to various accents of the target language to enable them to increase their listening comprehension.…”

Section: Resultsmentioning

confidence: 97%

See 1 more Smart Citation

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

Javid¹

2018

IJEL

View full text Add to dashboard Cite

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.

show abstract

Section: Data Collection and Data Analysessupporting

confidence: 83%

Section: Resultsmentioning

confidence: 97%

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

Javid¹

2018

IJEL

View full text Add to dashboard Cite

show abstract

“…Mental is one of the determinants of success in listening, one of which is a readiness in understanding the information being listened to. Reducing anxiety, showing confidence, and maintaining a high level of motivation to maximize listening are all part of listening readiness (Al-Malki, 2018). The lack of student readiness in listening can be seen in statement number 4.…”

Section: Fig 2 Difficulty Listening Questionnaire Resultsmentioning

confidence: 99%

“…The clarity of the material or text delivered by the teacher must be precise by using vocabulary that is easy to understand. The use of unfamiliar words can distract listeners from figuring out the meaning of difficult vocabulary so that they fail to reach the next section (Al-Malki, 2018). In statements number 1 and 11, more than half of the respondents or as much as 69% and 61.9% stated that they heard the lecturer's voice during learning.…”

Section: Fig 2 Difficulty Listening Questionnaire Resultsmentioning

confidence: 99%

Analysis of the Listening Ability of PGSD Students in Online Learning

Mahmud

Pujiastuti

Saifudin

2022

AIJP

View full text Add to dashboard Cite

This study aims to analyze students’ listening skills in online learning in language skills courses. In addition, this study also aims to find factors that affect students’ listening difficulties. This study was designed using descriptive research with a quantitative and qualitative approach involving 86 students taking a listening skill test. The results showed that the students had very good listening skills, as indicated by the scores of listening skills, most of the students were in the 82,5-95 range. However, the result is still only on the ability to listen in simple texts, so that listening skills need to be improved again to understand more complex information. Factors that affect listening difficulties are internal factors, that is mental readiness in understanding the information being listened to, and external factors such as inadequate places and poor internet networks.

show abstract

“… 11 Eventually, a variety of research-related classroom monitoring tools have been designed since then. 12 , 13 Today, teacher assessments fulfill three essential functions. They are not limited by policies anymore, yet parts remain to be of formative and summarizing nature.…”

Section: Introductionmentioning

confidence: 99%

Effect of Covid-19 Pandemic on Academic Accreditation

Abdelhadi¹

2020

Journal of Public Health Research

View full text Add to dashboard Cite

Background: Higher education quality is an essential measurement for any country’s development, since education is a significant source of new sciences and its applications. This importance works as one of the cornerstones toward public health. The sudden change from traditional classroom teaching and learning to online education and learning process did not give educators the time to adjust the teaching material or, for that matter, did not give the program administrators the time to prepare for the needed documents toward the accreditation. This situation creates a dilemma for all members involved in certification. This research is addressing this issue from the accreditation point of view. Design: Brainstorming methodology is used to study the effect of COVID-19 pandemic on the academic/health accreditation. Methods: Cause and effect diagram (Fishbone diagram) is used to present the ideas presented by institutional participants related to the effect of COVID-19 on the accreditations processes. Conclusions: The study shows that COVID-19 pandemics have dramatic influence on accreditation processes, which may lead to change and/or adjust the rules and the requirements of the educational institutions due to changes in the fulfillment of the accreditation by the institutions during this period.

show abstract

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

Cited by 5 publications

References 0 publications

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

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

Analysis of the Listening Ability of PGSD Students in Online Learning

Effect of Covid-19 Pandemic on Academic Accreditation

Contact Info

Product

Resources

About