The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels

Bidabadi, Farinaz Shirani; Yamat, Hamidah

doi:10.5539/elt.v4n1p26

Cited by 55 publications

(53 citation statements)

References 20 publications

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“…Such finding support the previous (Thomson & Rubin, 1996;Li & Liu, 2008;Shang, 2008); that the use of cognitive gives and plays positively influencing to the students' listening comprehension attainment. This finding also confirms the other study conducted by Bidabadi and Yamat (2011) who find that the Iranian EFL freshmen university students of advanced, intermediate and lower-intermediate levels deploy cognitive strategies more than socio-affective strategies.…”

Section: Discussionsupporting

confidence: 82%

“…Concerning the correlation on the use of strategies in listening, this finding supports Bidabadi and Yamat (2011) who find that the use of strategies has a significantly positive correlation between the listening strategies of metacognitive and cognitive strategies employed by advanced, intermediate, and lower-intermediate students. Similarly, this also in line with Hidayanti (2013) who identifies that compensation strategies is utilized mostly by Indonesian students.…”

Section: Discussionsupporting

confidence: 78%

“…This finding implies that successful learners deploy the strategies in learning listening not significantly different from the less successful learners. However, this result is not in line with Bidabadi andYamat (2011) andShang (2008) that the use of strategies has significant different of use by advanced, intermediate and lower-intermediate levels of learners. Such findings might be reasonable due to the different student's ability as they have been learning English for two years after graduating from elementary school.…”

Section: Discussioncontrasting

confidence: 48%

“…Another study conducted by Bidabadi and Yamat (2011) that focus on identifying relationship between the strategies use and the students' proficiency levels. Utilizing the Oxford Placement test developed by Allen (1992), they focus on identifying the English learners' proficiency levels.…”

Section: Introductionmentioning

confidence: 99%

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The Strategies of Indonesian Junior High School Students in Learning Listening Skill

Zuhairi

Hidayanti

2016

SSRN Journal

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The present study addresses three objectives: 1) identifying the intensity of strategies use in learning listening, 2) investigating the inter-correlation among the strategies deployment, and 3) describing how significantly successful and less successful learners differ in the use of strategies. The accessible subjects were two hundred and fifty seven students at seventh and eighth grade of junior high school in Malang, Indonesia. They were required to complete 50 items strategies questionnaire of learning listening taken from Oxford strategy taxonomy. They are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The statistical result utilizing SPSS 15 indicated that the overall strategies use were at moderate level, compensation strategies were taken as the most frequent and social strategies were used at the least frequent. Then the intercorrelation among the use of strategies showed that some of the strategies interrelated positively and significantly, while some others were not correlated. In relation to the strategies used by the two groups, the finding showed that both high achievers and low achievers were not significantly different in the applying strategies in learning listening skill.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 78%

Section: Discussioncontrasting

confidence: 48%

Section: Introductionmentioning

confidence: 99%

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The Strategies of Indonesian Junior High School Students in Learning Listening Skill

Zuhairi

Hidayanti

2016

SSRN Journal

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“…In Iranian contexts, Bidabadi and Yamat (2011) investigated the relationship between learning strategiesused by Iranian EFL freshman university students and their reading proficiency. The findings manifested that the students www.ccsenet.org/elt English Language Teaching Vol.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Language Learning Strategy Use and Reading Achievement

Ghafournia¹

2014

ELT

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The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their reading achievement. The participants comprised 307 Iranian BA students doing a general English course at Teacher-Training University of Mashhad. The results suggest that as the learners' reading ability improves, the learners are more inclined to choose strategies to facilitate reading processing, which is reflective of greater autonomy for language learning. Thus, the results imply that appropriate employment of language-learning strategies can foster individual autonomy and hence reduce affective filters to process reading texts in an efficient way. The findings are consistent with previous studies on the inconsistency among learners with different reading ability in employing language-learning strategies and comprehension process. Thus, the findings further support integrating strategy training into conventional teaching approaches to enhance efficacy of reading programs. Through adopting strategic-based instruction, teachers can help learners become aware of available strategies, the way to organize them systematically, and the way they can transfer the strategies to new language learning contexts (Cohen, 2007).

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The Role of Metacognitive Awareness of Listening Strategies in Listening Proficiency: The Case of Language Learners with Different Levels of Academic Self-regulation

Rahimi

Abedi

2014

Intelligent Systems Reference Library

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While listeners' metacognitive awareness of listening strategies has been reported to be a significant predictor of listening ability, factors that can moderate this predictive power have been taken for granted in the literature. The present study thus aimed at comparing the relationship between metacognitive awareness of listening strategies and listening proficiency among language learners with different levels of academic self-regulation (low, mid, and high). Three hundred and sixtynine high-school students participated in the study. To gather the data, Preliminary English Test, Metacognitive Awareness Listening Questionnaire, and Academic Self-Regulation Questionnaire were used. The findings of the study rejected the primary hypothesis that the degree of association between metacognitive awareness and listening comprehension is the strongest among highly self-regulated students. Further, regression analysis demonstrated that metacognitive awareness power value to predict listening proficiency, near to what is reported in the literature, was only gained when the mid self-regulated students were considered in the analysis.

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The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels

Cited by 55 publications

References 20 publications

The Strategies of Indonesian Junior High School Students in Learning Listening Skill

The Strategies of Indonesian Junior High School Students in Learning Listening Skill

Language Learning Strategy Use and Reading Achievement

The Role of Metacognitive Awareness of Listening Strategies in Listening Proficiency: The Case of Language Learners with Different Levels of Academic Self-regulation

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