Developing an Instrument for Iranian EFL Learners’ Listening Comprehension Problems and Listening Strategies

Nowrouzi, Sara

doi:10.7575/aiac.alls.v.5n.3p.63

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…To investigate learners' listening comprehension problems, various procedures and empirical methods have been used, including listening diaries and interviews (early attempts like Goh, 2000), think-aloud protocols (Hwang, 2004), and questionnaires Noroozi et al, 2014). For example, Hwang (2004) studied listening problems with high school students by asking them to verbally describe what they heard, and then reflected on and wrote down any barriers they encountered in listening.…”

Section: Acknowledgmentsmentioning

confidence: 99%

Second or foreign language learning and cognitive development

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Acknowledgmentsmentioning

confidence: 99%

Second or foreign language learning and cognitive development

2024

Frontiers Research Topics

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“…To investigate learners’ listening comprehension problems, various procedures and empirical methods have been used, including listening diaries and interviews (early attempts like Goh, 2000 ), think-aloud protocols ( Hwang, 2004 ), and questionnaires ( Zhang and Zhang, 2011 ; Noroozi et al, 2014 ). For example, Hwang (2004) studied listening problems with high school students by asking them to verbally describe what they heard, and then reflected on and wrote down any barriers they encountered in listening.…”

Section: Literature Reviewmentioning

confidence: 99%

Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses

Meng,

Wang,

Zhao

2023

Front. Psychol.

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English as Foreign Language (EFL) learners’ cognitive processes have been a research focus in listening assessment. Most studies use correct responses as data, but undervalue the rich information of the incorrect answers or options (in the case of multiple choice questions, MCQ). However, the MCQ distractors are often intentionally designed to reveal learners’ problems or barriers. In order to diagnose the EFL learners’ listening barriers through incorrect responses, Cognitive Diagnostic Models (CDMs) for bugs were adopted, hence the name Bug-CDMs. First, five EFL listening barrier attributes were identified and two Bug Q-matrices were developed to comparatively analyze the learner’s responses with different Bug-CDMs. The results revealed that Bug-GDINA was the optimal model, and the most prevalent barriers were semantic understanding and vocabulary recognition. These barriers confirmed both compensatory and non-compensatory relationships in causing listening comprehension failures. The study proved the feasibility of Bug-GDINA in diagnosing listening barriers from the incorrect responses. Limitations and suggestions for further research were also proposed.

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“…This scale is used to measure the level of difficulty encountered by subjects during listening comprehension. It was developed based on related literature and theory, and its validity and reliability have been established by Goh (2000), Noorozi, Tam, Nimehchisalem, and Zareian (2014), and Nowrouzi et al (2015). The questionnaire contains 23 items divided into three groups.…”

Section: Instrumentsmentioning

confidence: 99%

The Impact of Cultural Background on Listening Comprehension of Saudi EFL Students

Al-khresheh¹

2020

AWEJ

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One of the most critical areas where considerable attention is required in teaching a foreign language involves listening skills. Listening plays an essential role in both communication and learning, and it is one of the most crucial necessary language skills in the field of language learning. Recent studies in foreign language listening have extensively focused on the prevailing difficulties of listening. There has been little research on the cultural-background as a sociolinguistic dimension of listening. Therefore, this study set out to determine whether Saudi EFL students face particular difficulty in their listening comprehension, to identify possible reasons for the problems, and to find out whether the cultural-background affects the listening process. To achieve these objectives, a triangulation method was followed. A diagnostic test and a questionnaire were used on a group of 31 Saudi students of English and a reflective essay was carried out on eight EFL teachers. The findings suggest, first, that listening is the most challenging language skill and, second, that Saudi EFL students encounter substantial difficulty in the perception, parsing, and utilization phases of their listening comprehension for many reasons. The findings also suggest that the cultural background has a significant effect on their listening process. This study is expected to contribute markedly towards increasing the understanding of listening difficulties in language learning, and improving the teaching-learning process, by recommending effective remedies for addressing such challenges.

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Developing an Instrument for Iranian EFL Learners’ Listening Comprehension Problems and Listening Strategies

Cited by 7 publications

References 11 publications

Second or foreign language learning and cognitive development

Second or foreign language learning and cognitive development

Cognitive diagnostic assessment of EFL learners’ listening barriers through incorrect responses

The Impact of Cultural Background on Listening Comprehension of Saudi EFL Students

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