The Effectiveness of Using Self-Questioning Strategy in Developing Strategic Listening and Self-Regulation

Abstract

The study aimed at investigating the effectiveness of using self-questioning strategy in developing strategic listening and self-regulation of female students at Taif University. It adopted the quasi-experimental design: a pre/ post-test. It incorporated (89). The researcher designed a strategic listening skills test which was based on a list of strategic listening skills prepared by the researcher. Also, a self-regulation scale was used to measure students' self-regulation adapted from (Alsowat, 2013). The most important results of the study were: There were statistically significant differences between the mean scores of the study groups in the post strategic listening skills in favor of the experimental group. Also, there were no statistically significant differences between the mean scores of the study groups in the post self-regulation skills. Finally, there was no statistically significant difference between the mean scores of the experimental group in the post strategic listening skills due to (high-low) selfregulation skills.

Efl Teachers’ Perceptions of Young Learners’ Engagement in Listening Lessons

“…The questioning technique was an effective way to engage young learners after listening. By asking thought-provoking questions related to the content being listened to, teachers could stimulate learners' critical thinking, encourage active participation, and deepen their understanding (Alutaybi & Alsowat, 2020). This technique enhanced learners' engagement and promotes their listening skills and overall language development.…”

A Prospective Study for Exploring Saudi EFL Learners’ Strategic Listening Skills through Netflix from Teachers’ Perspectives

“…In comprehending spoken language, listeners absorb it and interpret it based on prior knowledge and experiences (Maharani, 2021). In addition, successful listening requires a range of skills, such as activating prior knowledge (Ghahri & Zarei, 2022), adjusting to changing speech speeds and accents, processing various text forms (Serrano & Pellicer-Sánchez, 2022), listening to main ideas and specific details (Huy, 2015;Low & Aryadoust, 2023), and predicting and guessing the content of audible text (Alutaybi & Alsowat, 2020;Ghahri & Zarei, 2022). Hence, students should use listening strategies to facilitate their listening process.…”

“…According to Vandergrift (1997), socio-affective strategies assist students in interacting with their peers and gaining attention and explanations from their instructors. When students understand these strategies, how and when to use them, and how to monitor and evaluate their effectiveness, they become strategic listeners (Alutaybi & Alsowat, 2020).…”

“…Additionally, the second section of the questionnaire contained an open-ended question to identify participants' views on how Netflix will enhance students' Strategic Listening Skills (SLS) in the future. The questionnaire was developed based on Amin et al, 2011;Alutaybi & Alsowat, 2020;Nguyen, 2020). Experts in the field checked the validity of the questionnaire by examining the correlation between the items and dimensions, and its reliability was measured using Cronbach's alpha, which yielded a score of .80.…”