Effects of Listening Comprehension Anxiety from Saudi EFL Learners’ Perspectives

Oteir, Ibrahim Naser; Aziz, Noor Hashima Abd

doi:10.5296/ijl.v9i5.11792

Cited by 9 publications

(12 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, all these theories lead to motivate learners from external interest to internal interest. Expectancy-value theory is the expectancy of learners' achievement and quality rather than quantity (doing many tasks in the language class) (Oteir, 2017). Achievement motivation is related to expectancy-value theory.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Motivational Factors to Promote Students’ Interest and Involvement in Teaching-Learning English

Win¹

2018

pijss

View full text Add to dashboard Cite

There are many problems in English language teaching as Second Language Learning. Among them, the most common problem found in students is lack of motivation and lack of student's interest. To be effective teaching and learning, student's emotion and tendency is necessary. As teacher understands how important the motivation and their interest are, various kinds of teaching methods and strategies have been applying in the foreign language educational field.Therefore, this paper suggests how to arouse the student's interest through wholehearted support classroom environment and relevant activities. External motivational factors such as teacher's teaching style, understanding of students' level and their difficulties, relevant lesson plans, positive teacher-student relations are helpful for teacher to reduce students' anxiety and negative attitude in learning. Similarly, activities such as Warm-up activities, creating Story with the students (for writing and speaking skills with role play), and activities in teaching learning English help them to activate. Improving motivation makes students and teachers good learning outcome.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Their anxiety of listening exercises makes them negative effective on learners' performance and involvement (Oteir, 2017). Therefore, to reduce their anxiety, persuading them with music (English songs with performance) is one of the most effective ways • reducing stress…”

Section: Activities With Short Video Clipmentioning

confidence: 99%

Motivational Factors to Promote Students’ Interest and Involvement in Teaching-Learning English

Win¹

2018

pijss

View full text Add to dashboard Cite

show abstract

“…5.4; whereas, situation is more appalling in IELTS general category, where average bands are 5.1, i.e., lowest in the world. The past literature also confirms that Saudi EFL students struggle in English listening skills and their performance is below the par (Hamouda, 2013;Mohamed, 2018;Oteir & Aziz, 2017). Therefore, with the aim of attaining insights pertinent to the alarming condition of Saudi students' English listening, it appears unavoidable to conduct an inter-field research concerning constructs that have not been investigated in relation to EFL listening comprehension performance.…”

Section: Introductionmentioning

confidence: 98%

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Shehzad

Albesher

Sarfraz

et al. 2021

JLE

View full text Add to dashboard Cite

Researchers paid ample attention to an important variable called boredom in numerous contexts; however, limited research exists regarding the association of boredom with listening comprehension performance in EFL settings. Thus, the current study aims to establish the association between listening boredom and listening comprehension performance by deploying listening boredom coping strategies as a mediating construct. A quantitative research approach, and a cross-sectional and correlational research design was used to conduct this study. A listening comprehension test and questionnaires were used to gather the data from 313 Saudi EFL learners. Results directed that there exists a negative yet significant association between listening boredom and listening comprehension performance. In addition, listening boredom showed a positive and significant association with all of the four listening boredom coping strategies. Furthermore, three out of four listening boredom coping strategies (i.e., behavioral, cognitive, and behavioral avoidance) showed a positive and significant association with listening performance; however, cognitive avoidance strategies showed a significant yet negative association with listening comprehension performance. Lastly, results regarding mediation indicated that listening boredom coping strategies mediated the relationship between listening boredom and listening comprehension performance. Based on the results, various recommendations were presented to EFL learners, instructors, and policymakers.

show abstract

“…First, students are unable to cope with listening classes due to the fast speed of the speech in the audio, unfamiliar words, insufficient knowledge about the listening content, loss of concentration, and difficult accent (Almjlad, 2017). These problems cause depression, distraction, isolation, avoiding listening skill classes, getting a low level of achievement and performance among the students (Oteir and Aziz, 2017). Second, teaching listing is restricted to complete assessment activities without providing sufficient exposure to comprehensible input.…”

Section: Listening In Language Teaching Methodologiesmentioning

confidence: 99%

“…Almjlad (2017) found that lack of prior knowledge regarding the listening topic, loss of concentration, and challenging accents are the toprated problems followed by unfamiliar words and fast speech of the audio. Depression, distraction, isolation, avoiding listening skill classes, getting the low achievement and performance are other some concerned issues in the listening classes in Saudi Arabia (Oteir & Aziz, 2017). The study assumes that matching all or parts of the audio with LT can develop awareness of form-meaning relationships and word recognition skills (Vandergrift, 2007) and can play a significant role in enhancing listening acquisition and listening comprehension.…”

Section: Introductionmentioning

confidence: 99%

Perception of Saudi EFL Learners and Teachers towards the Use of Listening Transcript in the Listening Lessons

Jamal¹,

Anas²,

Koka³

2020

AWEJ

View full text Add to dashboard Cite

Undergraduate learners learning English in the Kingdom of Saudi Arabia often complain that they face problems in understanding audios played in their listening skills' classroom. Audio materials are recorded by native English speakers at a speedy pace with challenging linguistic or content input in unfamiliar or less familiar contexts or situations. As it is observed in classes of listening skills, listening materials are more focused on teaching test instead of teaching listening acquisition. Teachers play the audios, students do a variety of exercises and activities (fill-in-theblanks, multiple-choice, short writing questions, matching and pronunciation practice), and conclude the lesson with 'right/wrong' feedbacks or shift to teaching another skill. In both cases, listening lessons provide insufficient internalization of comprehensible input. The present study explored perceptions of Saudi English as a Foreign Language (EFL) undergraduates and EFL teachers towards the use of 'Listening Transcript' (LT) in lessons of listening skills. It investigates if LT help students in overcoming the difficulties that they face in bottom-up processing and topdown processing and what EFL teachers think about the pedagogical value of LT and ways of using it in the lessons of listening skills. It is a mixed method of research. It employs survey to collect quantitative data in the form of a 15-item questionnaire of 60 female Saudi undergraduates and a semi-structured interview of 10 EFL teachers in King Khalid University (KKU), Abha, Saudi Arabia to gather qualitative data. The result of the study shows that LT plays a more decisive role in developing bottom-up skills like identifying segmental suprasegmental features of speech, recognizing words, recalling information, relating with real life, selecting words, restating and explaining the content than developing top-down skills (high order skills) like distinguishing information, comparing and contrasting, judging, and formulating your learning. The study finds there is a need for designing strategies to use LT more creatively and powerfully.

show abstract

Effects of Listening Comprehension Anxiety from Saudi EFL Learners’ Perspectives

Cited by 9 publications

References 22 publications

Motivational Factors to Promote Students’ Interest and Involvement in Teaching-Learning English

Motivational Factors to Promote Students’ Interest and Involvement in Teaching-Learning English

Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context

Perception of Saudi EFL Learners and Teachers towards the Use of Listening Transcript in the Listening Lessons

Contact Info

Product

Resources

About