The effects of listening strategy training on EFL learners’ listening comprehension proficiency in EFL classroom using movies

Kim, Dongkyoo

doi:10.16875/stem.2015.16.1.65

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Literature review. Listening comprehension is challenging for students, however, it can be used to improve other skills such as reading or speaking (Dongkyoo, 2015;Foorman et al, 2015). Typically teachers organize their foreign language instruction into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes (Read et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Typically teachers organize their foreign language instruction into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes (Read et al, 2021). The reviewed literature reflects the need to utilize different techniques in listening comprehension such as videos with subtitles (Hayati & Mohmedi, 2011), movies (Dongkyoo, 2015), educational programs (Duolingo, Quizlet, LinguaLeo, LearningEnglishwithNewYorkTimes, Polihlot 16, EnglishPod -LearnEnglish, Bussu), (Yeremenko et al, 2020;Chaikovska et al, 2020). Researchers state that authentic materials and digital tools are closely interrelated since technology operates authentic materials Thus, Ted talks (Humeniuk, 2021), MALL and CALL technology (Morales and Beltrán, 2006), podcasting (Chaikovska, 2020;Hasan & Hoon, 2013) are argued to provide support for the development of listening comprehension, since it extends the practice out of the language classroom into everyday life, providing the students with the opportunity to diversify and contextualise their learning activities (Read et al, 2021;Rahimi & Katal, 2012;Huang &Sun, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Implementation of Randall’s Esl Cyber Listening Lab Materials for Improving High Students’ Listening Comprehension

Chaikovska

2022

OEEEMU

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. Listening comprehension is considered to be one of the most important and challenging skills for both EFL instructors and university students. The lack of experimental research on applying digital resources for developing listening comprehension skills with university students makes the issue relevant. In this paper, the researchers reviewed the latest publications on the approaches to teaching listening comprehension to first-year university students. The review of the literature indicated that teaching listening comprehension can significantly benefit from utilizing digital technology. The present paper considers a three-phase renewed approach to listening comprehension. A study was carried out with Randall’s ESL cyber listening lab materials that the authors used to develop listening comprehension skills. The content and principles of Internet resources contribute to reaching learning outcomes defines in the EFL curriculum. The article attempts to summarize the practical experience in conducting EFL classes based on Internet listening lab materials and to develop guidelines for using listening comprehension resources in EFL classrooms. Based on the findings of the study, we can conclude that most participants (75%) have a positive attitude towards using Internet resources in EFL classrooms. The majority of students consider that Randall’s ESL cyber listening lab materials can assist in improving listening skills and acquiring new vocabulary. Several recommendations have emerged from the study based on the findings. We recommend when planning the lesson part "listening comprehension" in an EFL university classroom use one of the effective techniques – Internet sites for improving listening comprehension skills with carefully designed listening activities, vocabulary games and Internet-based investigations.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementation of Randall’s Esl Cyber Listening Lab Materials for Improving High Students’ Listening Comprehension

Chaikovska

2022

OEEEMU

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A study on the markedness in informal English conversation: With reference to Sandy’s speech in Along came Polly

옥종석¹

2018

stemjournal

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Psychology of Efl Learners in Saudi Universities: A Literature Review

Massri¹

2022

British Journal of Education, Learning and Development Psycholo

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With a view to gathering insights for EFL proficiency development amongst Saudi EFL learners, this study reviews the empirical literature on the influence of four key psychological factors on learning English as a foreign language. Specifically, the study addressed the following question: In what ways do the psychological factors of attitude, self-efficacy, anxiety and motivation influence the development of English proficiency amongst university learners in EFL settings?. To this end, 49 research articles published between 1990 and 2021 were selected for a systematic review of the selected factors. The selected studies were conducted in diverse university EFL learning contexts spanning 18 countries. Of this number, the highest numbers of studies (in descending order) falling within the criteria of the review were conducted within the Iranian (9), Chinese (8), Turkish (6) and Saudi (5) contexts. The study found that the psychology of EFL learners at the university level is complex and that there are multiple factors linked to the reviewed factors which need to be taken into account by policymakers, curriculum designers, teacher trainers and teachers to ensure effective EFL learning. The findings of most of the reviewed studies suggest that EFL learning is positively perceived by learners, although obstacles to effective EFL learning do exist and attitudes towards learning English seem to be influenced by a wide range of factors including parental support, gender, level of study, community support and motivation. The reviewed research also suggests a link between strategy-use and EFL learners’ self-efficacy and anxiety management. A key implication of these findings for improving the EFL learning experience in the Saudi context is the need to carry out more qualitative and in-depth studies that can help to map and address the actual issues affecting EFL learners. Further, intervention-based, rather than purely survey-based, research can enable Saudi EFL education providers to understand what pedagogical interventions and strategies can work most effectively in the local settings. Longitudinal studies would also enable researchers to understand whether attitudes, self-efficacy, anxiety and motivation evolve over time, and if they do, then what are the factors influencing such development, whether positive or negative. These understandings are key to creating a transformative EFL learning experience for Saudi university students which in turn determines their prospects of success in the academic setting and future employability.

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The effects of listening strategy training on EFL learners’ listening comprehension proficiency in EFL classroom using movies

Cited by 3 publications

References 14 publications

Implementation of Randall’s Esl Cyber Listening Lab Materials for Improving High Students’ Listening Comprehension

Implementation of Randall’s Esl Cyber Listening Lab Materials for Improving High Students’ Listening Comprehension

A study on the markedness in informal English conversation: With reference to Sandy’s speech in Along came Polly

Psychology of Efl Learners in Saudi Universities: A Literature Review

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