The Effect of Explicit Teaching of Listening Strategies and Gender on EFL Learners' IELTS Performance

Bagheri, Morteza; Karami, Samaneh

doi:10.4304/jltr.5.6.1387-1392

Cited by 9 publications

(8 citation statements)

References 21 publications

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“…There are also some studies in Iranian EFL context that are in contrast with the findings of this research but are not as comprehensive as this study. For example, Bagheri and Karimi (2014) investigated the effect of explicit teaching of LS and gender on EFL learners' IELTS performance. The findings clarified that LSI could improve participants' listening score.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

sharaf¹,

Mobaraki

Nia

2018

Int. J. Appl. Linguist. Engl. Lit.

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Listening comprehension plays an important role in the process of language learning as it is one of the four major skills in language acquisition. This study was conducted to investigate the effectiveness of listening strategy instruction on improving listening comprehension of Iranian EFL learners. To achieve this goal, forty students studying at Birjand University were participated in the current study. All of thestudents were within the age range of 18 to 22. Then, they were non-randomly divided into two groups, as a control and an experimental group. Theexperimental was taught based on a guide lesson plan regarding listening strategies while the control group did not receive any treatment. The listening section of TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results of Independent Samples Test indicated thatinstructing listening strategies had no significant impact onlistening comprehension of Iranian pre-intermediate EFL learners.

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Section: Discussionmentioning

confidence: 99%

The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

sharaf¹,

Mobaraki

Nia

2018

Int. J. Appl. Linguist. Engl. Lit.

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“…However, there are numerous students who still get problems in listening comprehension. As stated by Elkhafaifi (2005) in Bagheri and Karami (2014) listening is considered as one of sources of the students' stress that happens because of their difficulties in comprehending the spoken information. In common phenomena, many students try to avoid their listening classes because they are afraid and frustrated to follow all activities during the course.…”

Section: Listening Comprehension Hindrances Of Efl On 2016/2017 Academentioning

confidence: 99%

Listening Comprehension Hindrances of EFL (English Foreign Language) Learners on 2016/2017 in English Study Program of Universitas Islam Riau

Hadijah

Shalawati

2017

J.ofEngforAcad

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As one of essential skills to master a language, listening subject is provided as one of compulsory subjects to the learners in English study program at university level in order to help them in improving their English skill in term of having good ability in comprehending spoken information delivered by native or non-native speakers of English in various contexts of communication. Despite of having long term English learning experiences and easy access of learning sources, the learners seem still having hindrances in listening comprehension skill. Based on researcher's experiences in teaching interpretative listening subject to the first year students of English study program, most of the students did not actively involve during the teaching and learning activities, they also had low performances on listening. In relation to the phenomena, this study was conducted with a descriptive research design in order to answer a question about the first year students' listening comprehension hindrances. The participants were 30 students undertaking interpretative listening subject on 2016/2017 academic year at English Study Program, Universitas Islam Riau. Distributing questionnaire and interviewing the learners were done in collecting the data. Then, the findings show that there are five factors encountered by the learners as their hindrances in listening activities; inadequate listening practices, speed-rate of speakers, pronunciation, unknown vocabulary, and grammatical understanding. BERAGAM KESULITAN DALAM MEMAHAMI INFORMASI PADA KEGIATAN MENYIMAK YANG DIHADAPI OLEH MAHASISWA BAHASA INGGRIS PADA TAHUN AKADEMIK 2016/2017 DI UNIVERSITAS ISLAM RIAU AbstrakSebagai salah satu keterampilan yang mendukung dalam menguasai suatu bahasa, mata kuliah menyimak diberikan kepada para mahasiswa di program studi pendidikan bahasa inggris untuk membantu mereka dalam meningkatkan keterampilan bahasa inggris mereka, terutama terkait dengan keterampilan memahami informasi lisan yang dituturkan oleh penutur asli ataupun bukan 104

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“…Öğretmenler, öğrencilerini dinleme becerisi bakımından geliştirmek istiyorsa dinleme sürecinde yaşanan problemleri belirlemeli ve bunları gidermeye yönelik çözüm önerileri getirip etkililiğini değerlendirmelidir (Bagheri ve Karami, 2014 Üstbiliş stratejilerini kullanmak dinlediğini anlamayı artırmak, söz varlığına hâkim olmak için planlama, izleme ve değerlendirme aşamalarını gerçekleştirmeyi kapsamaktadır (Melanlıoğlu, 2011(Melanlıoğlu, , 2012Katrancı, 2012). Öğrenicinin üstbiliş stratejilerinden faydalanabilmesi biliş stratejilerini biliyor ve kullanıyor olmasına bağlıdır.…”

Section: Introductionunclassified

"Ortaokul Öğrenci̇leri̇ İçi̇n Di̇nleme Strateji̇leri̇ Ölçeği̇"ni̇n Geçerli̇li̇k Ve Güveni̇li̇rli̇k Çalişmasi

Atalay¹,

Melanlıoğlu²

2016

Turkiyat

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 Deniz MELANLIOĞLU  ÖzAraştırmanın amacı, ortaokul öğrencilerinin dinleme becerilerine yönelik kullandıkları dinleme öncesi, sırası ve sonrası stratejileri kullanma durumlarını belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Dinleme becerisi, eğitim gerektiren bir süreci içerir ve dinlemenin alışkanlığa dönüşebilmesi için bu süreç hakkında bilgi sahibi olmaya ihtiyaç vardır. Dinleme süreci; dinleme öncesi, sırası ve sonrası olmak üzere üç aşamadan meydana gelmektedir. Araştırmaya toplam 400 ortaokul (5, 6, 7 A VALIDITY AND RELIABILITY STUDY OF "THE LISTENING STRATEGIES FOR MIDDLE SCHOOL STUDENTS SCALE" AbstractThe aim of this study was to develop a valid and reliable assessment tool to determine middle school students' use of pre-listening, listening and postlistening strategies. The skill of listening requires a training process, and it is necessary to be informed about this process to make listening a habit. The listening process includes three stages which are pre-listening, listening and  Doç. Dr.; Kafkas Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü, tazeguldemir@gmail.com.  Doç. Dr.; Kırıkkale Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü, denizmelanlioglu@hotmail.com. 1886* TAED 57 Tazegül DEMİR ATALAY -Deniz MELANLIOĞLU post-listening. The study was conducted with 400 middle school students (fifth, sixth, seventh and eighth graders). Initially, the researcher created the items, consulted expert opinion (content reliability) and performed a pilot test. Then total item correlation analysis as well as explanatory and confirmatory factor analyses were conducted in addition to Cronbach's alpha analysis, which tested the reliability of the scale. The analyses determined that the scale consisted of 47 items and three factors. The scale explained 45.335 % of the total variance. The eigenvalue was 15.933 for the first factor, 3.213 for the second factor and 2.162 for the third factor. The Cronbach's alpha internal consistency coefficient of the entire scale was .956. Regarding its sub-dimensions, the scale was found to have a Cronbach's alpha internal consistency coefficient of .930 in the first factor, .914 in the second factor, and .830 in the third factor, which shows that the scale is reliable. The analysis indicated that the factor loads of this three-factor scale were between .720 and .452 for the first factor, .724 and .463 for the second factor and .661 and .510 in the third factor. The factor analysis showed that the factor loads of the items in these three factors were 0.45 or higher. The fit indices of the scale were: RMSEA=.060, CFI= .95, IFI= .95, GFI= .94, AGFI= .90 and SRMR= .081. The values found by these analyses show that the Listening Strategies For Middle School Students Scale is a valid and reliable tool that can be used to determine middle school students' pre-listening, listening and post-listening strategies.

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The Effect of Explicit Teaching of Listening Strategies and Gender on EFL Learners' IELTS Performance

Cited by 9 publications

References 21 publications

The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

Listening Comprehension Hindrances of EFL (English Foreign Language) Learners on 2016/2017 in English Study Program of Universitas Islam Riau

"Ortaokul Öğrenci̇leri̇ İçi̇n Di̇nleme Strateji̇leri̇ Ölçeği̇"ni̇n Geçerli̇li̇k Ve Güveni̇li̇rli̇k Çalişmasi

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