Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use

Du, Guohui; Man, Deliang

doi:10.1016/j.system.2022.102801

Cited by 15 publications

(22 citation statements)

References 39 publications

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“…His point was shared by a number of other scholars (e.g., Bremner, 1999;Rees-Miller, 1993;Renandya, 2012). Indeed, more recent studies in L2 listening showed that strategies played a minor role in predicting L2 listening comprehension of EFL learners (Du & Man, 2022;Wallace, 2022).…”

Section: Teach More Strategiesmentioning

confidence: 83%

“…Study after study shows that vocabulary is the best predictor of students' language ability. Two recent studies on L2 listening by Du and Man (2022) and Wallace (2022) showed clearly that students' vocabulary knowledge is the most crucial factor in EFL students' listening comprehension performance. The findings of their research echo an earlier study by Alderson (2005) which showed a strong and reliable relationship between vocabulary size and language skills (e.g., listening, reading, and writing).…”

Section: Vocabulary Is Less Important Than Grammarmentioning

confidence: 98%

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Learning to unlearn faulty beliefs and practices in English language teaching

Renandya

Thuy

Jacobs

2023

SiELE

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Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English language teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a younger age will be more successful than those who start at an older age; native speaker varieties of English (e.g., those spoken native-English speaking countries) should be valued over non-native varieties (e.g., those spoken in outer and expanding circle countries); the best outcome is for second language learners to use English only and stop using their mother tongue in and out of the classroom; in second language instruction, systematic, explicit and detailed instruction of grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught as students can acquire it on their own; learning depends on suffering, thus the famous saying “no pain, no gain”; teaching learning strategies deserves a great deal of attention; teaching materials should be difficult in order to move learning forward, and only lazy and uninformed teachers use cooperative learning.

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Section: Teach More Strategiesmentioning

confidence: 83%

Section: Vocabulary Is Less Important Than Grammarmentioning

confidence: 98%

Learning to unlearn faulty beliefs and practices in English language teaching

Renandya

Thuy

Jacobs

2023

SiELE

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“…One way to reduce listening anxiety is to prepare the students with the required knowledge prior to listening practice. Previous studies have shown that aural vocabulary size and grammar knowledge account for L2 listening comprehension performance (Du & Man, 2022; Matthews, 2018; Wang & Treffers‐Daller, 2017). Familiarizing students with new words and grammar knowledge in the listening materials could help reduce students’ cognitive workload.…”

Section: Discussionmentioning

confidence: 99%

“…It is unclear whether the perceived cost (e.g., emotional cost) involved in completing a listening task would affect learners’ listening strategy use. This lack of research is surprising, considering that the role of negative emotions (e.g., anxiety) in L2 listening comprehension has been extensively studied (Du & Man, 2022; In'nami, 2006; Zhang, 2013). There is a need for further research into the person factors affecting listening strategy use for the purpose of designing informed interventions to promote L2 listening comprehension.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, strategy instruction does not necessarily improve L2 listening comprehension (Milliner & Dimoski, 2019). Individual differences such as motivation and self‐efficacy can affect listening strategy use (Du & Man, 2022; Xu & Qiu, 2020), which could, in turn, influence the effectiveness of listening strategy instruction (Dalman & Plonsky, 2022; Siegel, 2015). It is of pedagogical importance for listening instructors to know what contributes to listening strategy use.…”

Section: Introductionmentioning

confidence: 99%

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The predictive effects of motivational beliefs on listening strategy use: A structural equation modeling approach

Man

2023

Int J App Linguistics

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Relatively few studies have explored the factors influencing the use of listening strategies despite a growing recognition of their importance in L2 listening comprehension. This study applies the expectancy‐value theory to investigate whether motivational beliefs (i.e., listening anxiety, intrinsic motivation, extrinsic motivation, and listening self‐efficacy) can invariably predict different levels of listening strategic processing among Chinese tertiary English learners. Responses to a questionnaire solicited from 237 students were analyzed using a structural equation modeling approach. The results provided evidence of the positive effects of intrinsic motivation and listening self‐efficacy on English as a foreign language (EFL) learners’ exploitation of top‐down and bottom‐up strategies. However, extrinsic motivation only had a positive effect on the use of bottom‐up strategies, and listening anxiety only had a negative effect on the use of top‐down strategies. These findings revealed the different predictive effects of motivational beliefs on listening strategy use. The paper concludes with pedagogical implications for listening instruction.

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Mediating Effect of Metacognition on the Relationship Between Listening Self-efficacy and L2 Listening Comprehension

Man

2022

Asia-Pacific Edu Res

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Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use

Cited by 15 publications

References 39 publications

Learning to unlearn faulty beliefs and practices in English language teaching

Learning to unlearn faulty beliefs and practices in English language teaching

The predictive effects of motivational beliefs on listening strategy use: A structural equation modeling approach

Mediating Effect of Metacognition on the Relationship Between Listening Self-efficacy and L2 Listening Comprehension

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