Active Listening Strategies of Academically Successful University Students

Canpolat, Murat; Kuzu, Sekvan; Yıldırım, Bilal; Canpolat, Sevilay

doi:10.14689/ejer.2015.60.10

Cited by 27 publications

(22 citation statements)

References 2 publications

(2 reference statements)

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“…We hoped Naila and Fahad would be willing and able to give advice since both had a high grade point average (GPA) and described themselves as good students. Research on the characteristics of successful learners indicates that 'commitment to learning' (Miura, 2011) and a positive mindset (Stoke & Burke, 2013) are important characteristics and that successful and unsuccessful learners use different cognitive, affective, and psychomotor-based strategies learning strategies (Archer, Chetty & Prinsloo, 2014;Bleicher, 2014;Canpolat, Kuzu, Yildirim & Canpolat, 2015;Hernández, 2002;Poole, 2014).…”

Section: Methodsmentioning

confidence: 99%

Skills for learning: a day in the life of a college student

MacLeod

Hayden

2016

Learning and Teaching in Higher Education: Gulf Perspectives

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The learning skills used by students at a technical college to fully participate in their classes were the focus of this investigation. Researchers shadowed two full-time students for one full day as they each went to their classes in a technical college in Qatar. An observation schedule was used to record what students did in their classes (for example: solve problems, listen to the teacher, ask questions). At the end of the day students were interviewed and asked to comment on the importance of the learning skills that they used, how they built the skills they needed and how to become a better student. It was found that students used a variety of learning skills throughout a typical day and that they had their own ideas about learning. The learning skills the two students used most during their classes were not the same, owing partly to the format of the courses and partly to personal learning approach. The four learning skills students identified as most important were: understand and apply concepts to current work; concentrate and maintain focus; follow written instructions; and ask questions. The information gathered in this investigation can be used to inform students, instructors and course planners about the skills students need to be active participants in their classes and to ensure that educators support the development of required learning skills.

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Section: Methodsmentioning

confidence: 99%

Skills for learning: a day in the life of a college student

MacLeod

Hayden

2016

Learning and Teaching in Higher Education: Gulf Perspectives

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“…This implies that for the foreign language learners, listening and listening strategies must be systematically taught and practiced on regular bases. Canpolat, et al (2015) points out that students used different strategies in some aspect such as cognitive, affective, and psychomotor-based strategies to perform active listening. Generally, some students used cognitive strategies such as paying attention on interlocutors' verbal deliverance, taking notes, making associations and analogies, asking questions and seeking the main ideas.…”

Section: Foreign Language Learners and The Use Of Listening Strategiesmentioning

confidence: 99%

Listening Strategies of Students at English Education Study Program of Pattimura University Ambon; Implication for Teaching Listening

Lewier

Nendissa

2020

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The present study investigated the implementation of various strategies performed by Indonesian EFL learners. Sixty students of English Education Study Program at Teachers Training and Educational Sciences Faculty of Pattimura University in Ambon were studied on their use of various listening strategies. The result of the study shows that most of these students applied social/affective strategies (76.6%) and metacognitive strategies (46.6%). The use of these strategies were favored by the students as listening strategy preferences due to their effectiveness in facilitating comprehension. The students’ perception on various strategies was identified and implication for teaching listening is further discussed in the article

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“…Student participation in whole-class discussions across college disciplines has been linked to an array of positive outcomes for the student participating, including enhanced learning and critical thinking [ 15 – 20 ]. In the context of college science courses, students who voluntarily participated in a large-enrollment discussion-style chemistry course showed greater learning gains on a chemistry concept inventory compared to those who did not frequently participate [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

et al. 2021

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Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the extent to which students choose to engage in these practices, and what discourages students from participating. In this study, we surveyed 417 undergraduates at a research-intensive institution about their experiences asking and answering questions in large-enrollment college science courses. Specifically, students answered questions about to what extent they perceive voluntarily asking and answering questions in large-enrollment science courses is helpful to them and why. They also answered questions about to what extent they engage in asking and answering questions in large-enrollment college science courses and what factors could discourage them from participating. Using binary logistic regression, we examined whether there were differences among students of different demographic groups regarding their opinions about asking and answering questions. We found that overwhelmingly students reported that other students voluntarily asking and answering instructor questions is helpful to them. Notably, compared to continuing generation students, first-generation students were more likely to perceive other students asking questions to be helpful. Despite perceiving asking and answering questions to be helpful, over half of students reported that they never ask or answer questions in large-enrollment college science courses during a semester, and women were more likely than men to report never asking questions. We identified fear of negative evaluation, or students’ sense of dread associated with being unfavorably evaluated, as a primary factor influencing their decision to answer instructor questions. This work adds to a growing body of literature on student participation in large-enrollment college science courses and begins to uncover underlying factors influencing student participation.

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Active Listening Strategies of Academically Successful University Students

Cited by 27 publications

References 2 publications

Skills for learning: a day in the life of a college student

Skills for learning: a day in the life of a college student

Listening Strategies of Students at English Education Study Program of Pattimura University Ambon; Implication for Teaching Listening

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

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