The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

Abstract

The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was applied. The degree of change occurring as a result of intervention was measured through one way ANOVA test. The results indicated that there was a significant improvement after the onset of the instruction, and that the intervention was effective. Although there were some differences between the four learner types (visual learners, auditory learners, kinaesthetic learners, and tactile learners) on the post test, the auditory learner type had the most significant improvement in metacognitive awareness of listening strategies (MALS). The finding of this quantitative research study led us to conclude that learners make noticeable progress in MALS via listening strategy instruction and that the level of improvement varies across the LTs with the auditory group improving most significantly.

Culture through comparison: creating audio-visual listening materials for a CLIL course

“…Researchers in the field of listening comprehension highlight the importance of following an appropriate of pre-, while-and post-pedagogical cycle of listening instruction (Vandergrift, 2003a;Vandergrift, 2003b;Kra-jka, 2006;Cross, 2009); incorporation of bottom-up activities (Siegel & Siegel, 2015); teaching metacognitive listening strategies (Kurita, 2012;An & Shi, 2013;Zarrabi, 2016); using metacognitive activities in classroom (Goh, 2014;Elk, 2014); and applying different techniques for listening comprehension using videos (Shahani & Tahriri, 2015). Other suggestions for teachers who use audio-visual materials that can be applied to a CLIL context include the following: • Authentic videos should be carefully chosen to minimize difficulties with language comprehension and interest in content (Kim, 2015);…”

The Correlation Between Listening Strategies Used by 4th Semester Students of Unrika and Their Listening Comprehension

“…Furthermore, Anderson (as cited inBao, 2017) distinguishes Listening Comprehension into three interrelated parts, namely the process of perception, decomposition, and use. According to Richards and Schmidt (as cited inZarrabi, 2016), Listening Comprehension is defined as the process of understanding speech in the first or second language which requires awareness in handling communication problems caused by the listener's incomprehension. Additionally, Teng (as cited inFauzana, 2016) mentions that listening consist of active and complex processes that decide the level and content of comprehension.…”

How Explicit Listening Strategy Instruction Affects Listening Comprehension of Different Learners

“…From the literature, it is obvious that there has been lots of studies on learning styles, teaching methodologies, and listening strategy instruction separately (e.g. Graham and Macaro, 2008;Graham and Santos, 2015;Jacobsen, 2015;Zhang, 2015;Zarrabi, 2016), but to the best of author's knowledge there is no research on the effect of explicit instruction of listening strategies on the listening comprehension skill of different learner types. Therefore, the current study is designed to shed more light on the issue of "Do all learner styles benefit from listening strategy instruction?"…”