On the Role of Strategy Use and Strategy Instruction in Listening Comprehension

Rahimi, Amir Hossein

doi:10.4304/jltr.3.3.550-559

Cited by 11 publications

(13 citation statements)

References 38 publications

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“…It has a great role in the construction of language abilities of a Foreign Language (FL) learner (Rost, 2002). It has acknowledged a great importance in FL classrooms (Richards & Renandya, 2002;Rahimi, 2012). The role and importance of listening in SLA exceeds acquiring meaning from sounds because it does not only mean recognizing the sounds but it also involves detecting, conveying and comprehending the information and it allows comprehending the world and creating social relationships among humans (White, 2006).…”

Section: Introductionmentioning

confidence: 99%

Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

Mohamed

2018

JLTR

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Abstract-The current study investigated the usefulness of using audiobooks on developing listening comprehension among Saudi English as a Foreign Language (EFL) preparatory year students. It employed the quasi-experimental design which included two groups: an experimental group (n = 44) and a control group (n = 44). The participants were EFL preparatory year students at Arar Branch, Northern Border University, Kingdom of Saudi Arabia. Before conducting the treatment, the experimental group and the control group were pre-tested by using the pre Listening Comprehension Test (LCT) for equivalence of listening comprehension. By the end of the treatment, the experimental group and the control group were post-tested by using the post LCT. The t-test was used to calculate the differences between the mean scores of the pre and post LCT. The results showed that a statistically significant difference between the mean scores of the experimental group and the control group on the post LCT in favor of the experimental group. The results also revealed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post LCT in favor of the post LCT. Thus, it can be concluded that the audiobooks helped the experimental group develop listening comprehension as they exceeded the control group on the post LCT and they achieved a better result on the post LCT than the pre LCT.

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Section: Introductionmentioning

confidence: 99%

Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

Mohamed

2018

JLTR

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“…According to the review of literature, this model of English language skills instruction is in line with the international implications of teaching English language skills, and listening comprehension is one of them, that is, teaching according to the students' preferences ensure learning will takes place, as students will involve and build the language in his/her mind according to the principles of the constructivism theory of learning (Hein, 1991). Furthermore, this model, that includes categories of strategies not only one strategy, complements with the international assumption that no single instructional strategy fits all students, teachers would be better when employing a range of strategies that meet the various needs and preferences of student (Fathi & Hamidizadeh, 2019;Dahlberg, 2016;Rahimi, 2012;Oxford, 2003& Field, 1998.…”

Section: Strategy Based Instruction (Sbi): Oxford 'S Modelmentioning

confidence: 99%

“…Oxford (1990) was among the first to assure that SBI should be part and parcel of teaching English as a foreign or second language, as it helps learners to be proficient, confident, and self-aware of how to learn the English language. This model also differentiated between direct and indirect strategies, many researchers like, field (1998), Jones (1998), Dahlberg (2016), and Rahimi (2012) developed their models of SBI, but Oxford (1990) developed a model of language teaching strategies that is more comprehensive than the previous ones. Oxford in her turn explained the direct strategies involved in learning the subject matter using three categories of strategies: memory strategies, cognitive strategies, and compensation strategies.…”

Section: Strategy Based Instruction (Sbi): Oxford 'S Modelmentioning

confidence: 99%

Effects of employing In-service EFL Teachers Strategy-based Instruction on their Performance of Teaching Listening Comprehension in Amman-Jordan

Al-husban

2020

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This study investigated the effect of a proposed training program based on strategy-based instruction (SBI) on EFL female teachers' performance in teaching listening comprehension. The participants of the study were 36 EFL female teachers who were purposefully chosen by EFL supervisors from schools in Amman. The participants were randomly divided into two groups: 18 EFL teachers in the experimental group who were trained according to the proposed training program and 18 teachers in the control group who were received a conventional training program. A teaching listening comprehension scale and an observation checklist were used as research tools. Analysis of covariance (ANCOVA) was employed to identify any statistically significant differences between the two groups on teachers' performance in teaching listening comprehension. The findings revealed that the teaching performance in listening comprehension of female EFL teachers in the experimental group outperformed the control group, and employed most of the SBI when the participants were observed. Based on the results of the study, the researcher recommends that future research be investigated on the effect of research-based strategies on teacher effectiveness in teaching other language skills.

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“…Henceforth, Oxford (1992) Leaver et al (2009) elaborated this field into the analysis of strategy use and the categorization of LLSs. Afterward, LLS theories were developed in training of strategy-based instruction (Coskun, 2010;Mistar et al, 2016;Nguyen and Gu, 2013;Rahimi, 2012;Weston, 2015). Until the past few years, research documenting this area has been enacted in English education among myriad teachers and researchers from various countries (Bai and Guo, 2019;Chon and Shin, 2019;Robinson et al, 2016;Teng and Zhang, 2019).…”

Section: Introductionmentioning

confidence: 99%

"I can rise up from my adversity”: Situational language learning strategies

Ismiatun

Widowati

Suhartoyo

2020

jees

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Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.

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On the Role of Strategy Use and Strategy Instruction in Listening Comprehension

Cited by 11 publications

References 38 publications

Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

Using Audiobooks for Developing Listening Comprehension among Saudi EFL Preparatory Year Students

Effects of employing In-service EFL Teachers Strategy-based Instruction on their Performance of Teaching Listening Comprehension in Amman-Jordan

"I can rise up from my adversity”: Situational language learning strategies

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