Mapping students' listening problems and strategies

Abstract

Listening is crucial to understand spoken language and to support the other language skills mastery; however, some students find several problems related to listening. This study aims to determine students’ listening problems and listening strategies they apply to overcome the difficulties. The research type is qualitative research using questionnaires and interviews as research instruments. This research used descriptive statistics to analyze the data obtained from the questionnaires and an interpretation of coding to analyze the interview transcript data. The respondents were 31 pharmacy students involved in the English for Pharmacy class, and there were three of them engaged in a structured interview session. The findings of this study were: (1) the students were moderate-level in listening problems of perception (M=2.91), parsing (M=3.18), and utilization (M=2.95) phase, (2) the students were high-level strategy users in cognitive, meta-cognitive, and socio-affective strategy, (3) the students mostly experienced difficulty in the parsing phase compared to two other problems and applied cognitive and meta-cognitive strategies than socio-affective strategy.

Discovering EFL Graduate Students’ Difficulties And Strategies During Self-Directed Web-Based Listening Activities

“…Bidabadi & Yamat (2011) revealed that there was a significant positive correlation between the listening strategies employed by advanced, intermediate, and lower-intermediate freshmen and their listening proficiency levels. Furthermore, these findings confirmed several studies that have addressed students' strategies in listening comprehension (Gilakjani & Sabouri, 2016;Rakhman, Tarjana, & Marmanto, 2019;Arroyyani, 2021). Gilakjani & Sabouri (2016) and Arroyyani (2021) revealed that students employed several strategies in listening including cognitive strategy (such as identification of keywords, etc), metacognitive strategy (such as reconstructing meaning by questioning, etc), and socio-affective strategy (such as try to relax and avoid anxiety).…”

“…Furthermore, these findings confirmed several studies that have addressed students' strategies in listening comprehension (Gilakjani & Sabouri, 2016;Rakhman, Tarjana, & Marmanto, 2019;Arroyyani, 2021). Gilakjani & Sabouri (2016) and Arroyyani (2021) revealed that students employed several strategies in listening including cognitive strategy (such as identification of keywords, etc), metacognitive strategy (such as reconstructing meaning by questioning, etc), and socio-affective strategy (such as try to relax and avoid anxiety). Rakhman, Tarjana, & Marmanto (2019) found that Indonesian English Department Students employed several strategies to overcome the difficulties they faced during listening including note-taking, skipping, and using imagery.…”

“…Therefore, it is crucial for students to keep learning and develop their English proficiency.The second research question in this research sought to discover the strategies employed by the students of the Master of English Language Education study program during self-directed listening activities at B2, C1, and C2 levels of CEFR. Several research unveiled that the employment of strategies during listening activities provides a positive impact on students' listening proficiency (Arroyyani, 2021;Bidabadi & Yamat, 2011;Gilakjani & Sabouri, 2016; and Rakhman, Tarjana, & Marmanto, 2019). Bidabadi & Yamat (2011) revealed that there was a significant positive correlation between the listening strategies employed by advanced, intermediate, and lower-intermediate freshmen and their listening proficiency levels.…”