Self-efficacy and academic listening

Graham, Suzanne

doi:10.1016/j.jeap.2011.04.001

Cited by 120 publications

(122 citation statements)

References 18 publications

(20 reference statements)

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“…As other researchers have also noted, it is time-consuming compared with the traditional methods used in listening classes but given the basic role of self-efficacy to accelerate learning it seems the extra time would be worth-spent (Graham, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…He asserts that the perception and beliefs of learners about themselves can predict their performance better than their real capabilities. There is a mutual reciprocity between individuals' selfefficacy beliefs and how sedulous and determined they will be in pursuing their goals (Graham, 2011). It implies that in educational system, regardless of more or less ability…”

Section: Metacognitive Strategy Instruction As a Means To Improve Lismentioning

confidence: 99%

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Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

Rahimirad

Zare-ee

2015

INT J INSTRUCTION

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Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009) was used to measure the participants' level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20) and control (n=20) groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003) while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

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Section: Discussionmentioning

confidence: 99%

Section: Metacognitive Strategy Instruction As a Means To Improve Lismentioning

confidence: 99%

Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

Rahimirad

Zare-ee

2015

INT J INSTRUCTION

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“…A study conducted by Yeldham (2009) among Taiwanese EFL learners supported the finding that strategy instruction would improve learners' self-efficacy in listening comprehension. Graham (2011) in her recent study also concluded that self-efficacy in listening can be enhanced through explicit strategy training.…”

Section: A Discussion Of Research Findingsmentioning

confidence: 93%

Strategy Use Awareness in Academic Listening Practices Relative to L2 Motivation among Chinese Tertiary Students

Jin

2017

JLTR

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Abstract-Academic listening has been widely studied from the perspective of note-taking, attention to discourse markers, and schematic knowledge. Learner variables, such as motivation, degree of anxiety, and learner beliefs, have all received increasingly attention from researchers, but have not yet been sufficiently explored in second language (L2) listening. This paper investigates the correlations between second language learning motivation and learners' strategy use awareness in academic listening practices. Quantitative data was obtained using questionnaires issued to 79 second year English-major students after a TOEFL lecture listening practice. The results suggest that teacher classroom instruction and feedback, task significance, and learners' commitment encourage the listeners to apply more listening strategies. Pedagogical implications drawn from the results are discussed, concluding that L2 listening teachers should develop motivation-based strategy instruction with emphasis on creating a learner-centred constructivist learning environment. In addition, a skill-oriented approach is proposed in order to improve course design in L2 listening instruction. This would train students to consciously use strategies to improve their listening comprehension in an EFL ( English as a Foreign Language) context. Suggestions are provided at the end for future research.

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“…The same study also revealed the high demand from students to improve their academic abilities within which academic listening ability was highlighted. Similarly, in Graham's study (2006), very few students were confident with their listening ability and a range of studies [5][10] [11]have indicated that students struggle with listening as a source of frustration.…”

Section: New Challenges In Academic Listening Researchmentioning

confidence: 99%

Internationalization and Academic Listening Instruction and Assessment

Wang¹

2017

dtssehs

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Abstract. In the process of educational internationalization, English has been the major means of instruction in universities worldwide. Some of Chinese universities have started to incorporate English-mediated courses into their curriculum development in order to equip their students with adequate EAP skills. With more academic lectures delivered in English at the tertiary level, it has become significant to implement practical and valid academic listening instruction and assessment. The paper revisits challenges and requirements in academic listening research pertaining to the modern internationalized context and urges investigations on the nature and construct of academic lecture comprehension. Solid research in this line enables us to understand students' cognitive processes involved in lecture comprehension and develop more effective and efficient academic listening instruction and assessment approaches to improve students' academic listening ability.

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Self-efficacy and academic listening

Cited by 120 publications

References 18 publications

Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

Strategy Use Awareness in Academic Listening Practices Relative to L2 Motivation among Chinese Tertiary Students

Internationalization and Academic Listening Instruction and Assessment

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