Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications

Ferris, Dana R.; Tagg, Tracy

doi:10.2307/3588145

Cited by 137 publications

(112 citation statements)

References 45 publications

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“…Previous studies reported that students benefitted from the use of guided notes. Research also has shown that note-taking student skills need to be improved further (e.g., Ferris & Tagg, 1996;Tsai, 2009). In the main author's prior work (Lawanto, 2011), we found that the use of EGN improved students' understanding of the course content.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Lawanto¹,

Santoso²

2013

IES

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The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what degree students' grade performance change after using the EGN?; and (2) To what degree students' SRL profiles change after using the EGN? The subjects for this study were 97 engineering students enrolled in the Fundamental Electronics for Engineers course at a university in Utah. A survey instrument developed using Butler and Cartier's SRL model was used to capture SRL strategies with a focus on the sixth feature which includes including planning, monitoring, and regulating. Regular examinations and the DC/AC conceptual inventory were used to assess grade performance. Descriptive statistics, independent and paired t-tests, and a cluster analysis technique were used to analyze survey data. A phenomenological data analysis was used to analyze interview transcripts to support findings from questionnaire data. The findings revealed an improvement on students' grade performance. Data analysis of the SRL survey revealed that students' had different SRL profiles. Students in the improved group reported a greater awareness of planning, monitoring, and regulating strategies. On the other hand, those in the declined group showed a lower awareness of the SRL strategies at the end of semester. In addition, emergent themes related to students' SRL and learning experience while using the EGN were found. This article will also discuss the potential implications for electric circuit concepts instructions.

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Section: Discussionmentioning

confidence: 99%

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Lawanto¹,

Santoso²

2013

IES

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“…The importance of listening comprehension for achieving success in language learning has been emphasized by both instructors and students (Ferris & Tagg, 1996;Ferris, 1998).…”

Section: Foreign Language Listening Anxietymentioning

confidence: 99%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students' listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

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“…However, it is difficult to say from this study's findings exactly what about academic topics might make them more difficult than non-academic topics for L2 listeners. Many factors believed to constitute differences between passages covering academic and nonacademic topics are covered in other sections of this review: required background knowledge, ability to distinguish between relevant and irrelevant information, amount of implied meaning, ability to cope with long passage lengths, and note-taking demands (Ferris & Tagg, 1996). The key to the effect of academic versus non-academic topic on listening comprehension may be one of these factors rather than a benefit provided simply by the non-academic topic itself.…”

Section: Passage Topicmentioning

confidence: 99%

What makes listening difficult? Factors affecting second language listening comprehension

Bloomfield¹,

Wayland²,

Rhoades³

et al. 2010

150

120

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Factors affecting second language listening comprehension gies-that is, those who are aware of and use effective strategies, such as avoiding mental translation-demonstrate better L2 listening comprehension. 2 In addition to these general cognitive abilities, a number of factors pertaining to experience with the L2 influence listening skill. These factors include the amount of prior exposure to the language; familiarity with and an ability to understand the non-native language's phonology; vocabulary size; and background knowledge about the topic, text, structure, schema, and culture.Familiarity with the L2 changes the extent to which the L2 listener uses top-down or bottom-up strategies in listening. For example, expert listeners use both types of strategies: They are able to accurately make sense of the speech signal (bottom-up information) 3 and integrate this information with PurPose-To establish what is currently known about factors that affect foreign language listening comprehension, with a focus on characteristics of the listener, passage, and testing conditions.ConClusions-Research on second language (L2) listening comprehension strongly supports the importance of a number of factors, for example, a listener's working memory capacity and the number of ideas in a passage. Much of the research, however, reports weak or inconclusive results, leaving many factors and complex interactions among factors unresolved and in need of further investigation.relevanCe-Identifying the factors that affect L2 listening comprehension will help Defense Language Institute Proficiency Test (DLPT) designers anticipate how qualities of selected authentic materials will impact listening comprehension. Executive Summary PurPoseThe U.S. Government administers the Defense Language Proficiency Test (DLPT) to military linguists and other government personnel to assess their listening and reading comprehension in a number of foreign languages, including critical languages such as Mandarin, Modern Standard Arabic, Egyptian Arabic, and Persian Farsi. The DLPT is updated every 10 to 15 years, and the most recent transition-from DLPT IV to DLPT5-included a greater emphasis on testing listening comprehension with authentic materials. In turn, this has led to a growing interest in the factors that make second language (L2) listening difficult.To examine these factors, CASL reviewed the current scientific literature and summarized the characteristics of listeners, passages, and testing conditions. The review targeted features of particular interest to stakeholders at the Defense Language Institute (DLI). The long-term goal of the project is to support the selection of authentic listening materials that accurately reflect different proficiency levels. ConClusionsAlthough the available research on L2 listening comprehension is limited, CASL's literature review identified several factors that affect listening comprehension. These factors are summarized below and in Tables 1, 2, and 3. 1 Characteristics of the listenerUnderstanding a fo...

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Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications

Cited by 137 publications

References 45 publications

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

What makes listening difficult? Factors affecting second language listening comprehension

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