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

Kazemi, Ali; Kiamarsi, Soraya

doi:10.17507/jltr.0801.18

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…Among the six sub-constructs of listening strategies considered in this review, international students relied more heavily on metacognitive strategies. In order of usage levels, these were followed by cognitive, compensatory, affective, memory-related, and social listening strategies reported by several studies (e.g., Halali et al, 2023, Kazemi & Kiamarsi, 2017Saraswaty, 2018;Tuengkun, 2014;Tsai, 2017). For example, Tuengkun (2014) found that Asian international students studying in the US relied heavily on cognitive listening strategies for understanding academic discourse, while Tsai (2017) found that note-taking was a central component of listening strategies that improved academic listening comprehension.…”

Section: Discussionmentioning

confidence: 99%

“…Their research found that metacognitive strategies significantly and positively correlated with the students' listening proficiency and were used more frequently and actively than cognitive and socio-affective listening http://ijlter.org/index.php/ijlter strategies. Similarly, in Kazemi and Kiamarsi's (2017) research conducted among 60 students in language institutes in Yasouj, Iran, participants reported they relied more frequently on metacognitive strategies than cognitive and socio-affective strategies. Moreover, Liu's (2014) research among 80 participants showed positive effects of metacognitive strategies on improving listening, which was instrumental in cultivating correct language learning beliefs among learners.…”

Section: Metacognitive Listening Strategiesmentioning

confidence: 93%

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Understanding EFL International Students’ Academic Listening Strategies: A Literature Review

Halali¹,

Ismail²,

Samad³

et al. 2022

IJLTER

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Academic listening and interaction in international educational settings are essential for academic success. International students’ language proficiency and prior practice in their home countries either facilitate or impede their academic success. Thus, internationalization has become a desirable trend among learners to further their studies in overseas institutions where English is the medium of instruction. Overseas education allows international students to gain new knowledge and improve their academic skills in various academic fields. However, a lack of English communicative competence and comprehension impedes learners’ academic and communicative success. As a result, international students look for strategies to help them overcome their academic comprehension challenges. This paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. Thus, this paper reviews related literature on academic listening strategies through the traditional literature review process. Therefore, this paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. The discussion of findings reveals that international students face challenges with understanding others in academic discourse. These challenges are due to their lack of prior English listening practice in their home countries. Thus, international students rely on strategies to overcome communication challenges and improve academic listening comprehension skills (i.e., memory, cognitive, and social strategies). The findings should encourage administrators of international institutions, researchers, and other stakeholders to revamp pre-sessional English language programs and conduct more research on international students’ language learning experiences to help them succeed in their overseas study programs.

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Section: Discussionmentioning

confidence: 99%

Section: Metacognitive Listening Strategiesmentioning

confidence: 93%

Understanding EFL International Students’ Academic Listening Strategies: A Literature Review

Halali¹,

Ismail²,

Samad³

et al. 2022

IJLTER

View full text Add to dashboard Cite

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“…Results revealed that cognitive strategies were used more often by participants, followed by metacognitive and socio-affective strategies, and listening strategies correlated significantly with listening comprehension. Kazemi and Kiamarsi (2017) determined the listening strategies used by intermediate and advanced EFL learners and investigated the relationship between learners' overall language proficiency and their choice of strategy. As a result, it was found that the total number of strategies used by advanced learners was higher than the total number of strategies used by intermediate learners, and advanced learners employed a wide variety of metacognitive strategies, while the most favored listening strategies for learners in the intermediate group were cognitive, and then socio-affective strategies.…”

Section: Introductionmentioning

confidence: 99%

Explaining Listening Comprehension among Turkish EFL Learners: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness

Aydin

2021

Language Teaching and Educational Research

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The present study investigates the impact of individual differences in language knowledge, namely general L2 proficiency and L2 vocabulary knowledge, and metacognitive awareness of strategies used in the listening process on L2 listening comprehension. It seeks an answer to what proportion of the variance in listening comprehension is explained by general L2 proficiency, L2 vocabulary knowledge and metacognition among intermediate-level adult Turkish EFL learners. A total of 99 intermediate-level adult Turkish EFL learners, studying at Anadolu University School of Foreign Languages (AUSFL) participated in the present study. Data were gathered using Oxford Quick Placement test (OQPT), the New Vocabulary Levels Test (NVLT) (McLean & Kramer, 2015), a researcher designed Listening Comprehension Test (LCT) and Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al., 2006). Results reveal that vocabulary knowledge and some sub-components of the MALQ (Person Knowledge, Problem Solving and Directed Attention) play a significant role in L2 listening comprehension. The results are interpreted and discussed within the light of the previous research, and a number of pedagogical implications are suggested accordingly.

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“…However, listening has long been neglected in EFL teaching and learning [7], [8], [9], [10], [11] in spite of its immense importance. It seems that listening still continues to be one of the least developed abilities of foreign language students.…”

Section: Introductionmentioning

confidence: 99%

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

Metruk

2019

ITLT

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The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

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

Cited by 6 publications

References 12 publications

Understanding EFL International Students’ Academic Listening Strategies: A Literature Review

Understanding EFL International Students’ Academic Listening Strategies: A Literature Review

Explaining Listening Comprehension among Turkish EFL Learners: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

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