Exploring Listening Strategy Instruction through Action Research

Siegel, Joseph

doi:10.1057/9781137521903

Cited by 43 publications

(67 citation statements)

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“…The recycling helped learners to transfer the strategies covered during the course to new listening events, encouraging strategy retention for future use, and promoting strategies coordination. Recycling of strategies accomplished by providing the learners with a different text from the same genre in which they could recycle the strategies (Siegel, 2015). 4.…”

Section: Methodsmentioning

confidence: 99%

Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

Kaivanpanah¹,

Alavi²,

AL-Shammari³

2020

Preprint

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The present study examined the effect of process-based listening strategy instruction on decreasing the learners’ listening anxiety level, and the relationship between listening anxiety (LA) and listening comprehension (LC). The participants consisted of sixty sophomore Iraqi learners who were studying English as a Foreign Language (EFL) at the Department of English at the University of Kufa, Iraq. They were divided into experimental (n=30) and control(n=30) groups. The experimental group received explicit, and integrated listening strategies instruction based on Siegel’s model of process-based listening strategy instruction (2015). The control group received the conventional teaching of listening without receiving any training in strategy process-based instruction over a semester (ten weeks). A modified version of the Foreign Language listening Anxiety Scale (FLLAS) developed by Elkhafaifi (2005) was taken by the participants once before and once after the intervention to measure their LA. The listening section of the Preliminary English Test (PET) used to measure the learners’ LC before and after the intervention. Findings showed that listening strategy instruction could decrease learners’ LA. Furthermore, a negative relationship found between LA and LC. The paper concluded with some useful pedagogical implications, and suggestions for further research are discussed based on the findings for researchers, teachers, and educators within the constraints of the Iraqi context.

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Section: Methodsmentioning

confidence: 99%

Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

Kaivanpanah¹,

Alavi²,

AL-Shammari³

2020

Preprint

View full text Add to dashboard Cite

show abstract

Section: Methodsmentioning

confidence: 99%

“…Therefore, integrated instruction is a more preferable to help the listening lesson than offered separately in programs to teach strategies. Strategies explained within the lesson plan of the existing textbook can make students more aware of the strategies and could be transferred to similar tasks or situations (Siegel, 2015).…”

Section: Different Classifications Of Lls Proposed Bymentioning

confidence: 99%

“…Teachers have to make immediate decisions about their method of instruction of listening and modify it from one context to another (Graham & Santos, 2015). This view is supported by Siegel (2015), who notes that "This lack of understanding and attention likely applies to learners and teachers alike."(p. 236).…”

Section: Introductionmentioning

confidence: 97%

“…For increasing the comprehensibility of the texts, direct and explicit instruction of the processes and strategies underlying the listening skill is beneficial (Vandergrift & Cross, 2018). Therefore, listening strategy instruction is of much importance as it increases learners' awareness of the strategies they can utilize to comprehend texts (Graham & Santos, 2015;Siegel, 2015). With no optimal model to teach listening and no training course for teachers of language, listening is felt to be a difficult skill to teach and hard to learn by learners (Vandergrift & Goh, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining the Effect of Listening Strategy Instruction on EFL Iraqi Learners’ Listening Anxiety

Kaivanpanah¹,

Alavi²,

AL-Shammari³

2020

SSRN Journal

View full text Add to dashboard Cite

The present study examined the effect of process-based listening strategy instruction on decreasing the learners' listening anxiety level, and the relationship between listening anxiety (LA) and listening comprehension (LC). The participants consisted of sixty sophomore Iraqi learners who were studying English as a Foreign Language (EFL) at the Department of English at the University of Kufa, Iraq. They were divided into experimental (n=30) and control(n=30) groups. The experimental group received explicit, and integrated listening strategies instruction based on Siegel's model of process-based listening strategy instruction (2015). The control group received the conventional teaching of listening without receiving any training in strategy process-based instruction over a semester (ten weeks). A modified version of the Foreign Language listening Anxiety Scale (FLLAS) developed by Elkhafaifi (2005) was taken by the participants once before and once after the intervention to measure their LA. The listening section of the Preliminary English Test (PET) used to measure the learners' LC before and after the intervention. Findings showed that listening strategy instruction could decrease learners' LA. Furthermore, a negative relationship found between LA and LC. The paper concluded with some useful pedagogical implications, and suggestions for further research are discussed based on the findings for researchers, teachers, and educators within the constraints of the Iraqi context.

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Teaching Bottom‐Up and Top‐Down Strategies

Siegel

2018

The TESOL Encyclopedia of English Language Teaching

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The skill of listening is complex and multifaceted. In order to describe the process of aural comprehension, two interconnected perspectives have been adopted: a bottom‐up perspective and a top‐down one. This entry discusses whether bottom‐up and top‐down listening strategies deserve attention in the TESOL classroom and suggests practical methods for incorporating them into listening lessons. The entry begins by considering the theoretical underpinnings of these two perspectives, with a view to exploring the discrete stages that listeners undergo in order to make sense of what they hear. It then moves on to describe how top‐down and bottom‐up strategies can be implemented in pre‐listening, listening, and post‐listening lesson stages.

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Exploring Listening Strategy Instruction through Action Research

Cited by 43 publications

References 0 publications

Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

Examining the Effect of Listening Strategy Instruction on EFL Iraqi Learners’ Listening Anxiety

Teaching Bottom‐Up and Top‐Down Strategies

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