The Influence of Topics on Listening Strategy Use for English for Academic Purposes

Chou, Mu-Hsuan

doi:10.5539/elt.v8n2p44

Cited by 9 publications

(6 citation statements)

References 43 publications

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“…A number of other variables would have to be controlled for such as prior knowledge of the topic (see, e.g. Chou, 2015), but this could not be done in our study because of the impact it would have on the students' time in class.…”

Section: Discussionmentioning

confidence: 99%

Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

Fung

Macaro

2019

Language Teaching Research

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The language learner strategies research field has often tried to identify the good language learner (GLL) by distinguishing more proficient from less proficient learners. However the notion of ‘good’ may be problematic without taking into account an individual’s linguistic knowledge (LK). This article foregrounds LK in relation to strategy use in the context of ‘listening to the teacher’: a language use task relatively under-researched. Secondary school students in Hong Kong ( n = 646) completed a questionnaire and tests of LK including vocabulary and grammar. Lower LK learners reported using more translation strategies, whereas those with higher LK reported using a range of additional strategies. A further cluster analysis, however, indicated that a sub-group of lower LK learners were comparably strategic with the higher LK group perhaps compensating for low LK via strategy deployment. This article provides evidence that strategy deployment when listening to the teacher is not wholly constrained by levels of LK. Pedagogical implications are suggested.

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Section: Discussionmentioning

confidence: 99%

Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

Fung

Macaro

2019

Language Teaching Research

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“…Research methods for investigating listening language use strategies include questionnaires, interviews, think‐aloud protocols, retrospective verbal reports, diaries, journals, and observation (Macaro et al., ; Mackey & Gass, ; White, Schramm, & Chamot, ). Of these methods, questionnaires and interviews are widely adopted in learning strategy studies (Chou, ; Paige, Cohen, & Shively, ; Vandergrift, Goh, Mareschal, & Tafaghodtari, ; White et al., ). Although using a questionnaire to collect quantitative data from a large number of students is an efficient method on its own, data from semistructured follow‐up interviews can yield extremely valuable supporting information.…”

Section: Methodsmentioning

confidence: 99%

Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

Chou

2015

TESOL Q

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Researchers of learner and language use strategies have long suggested that appropriate application of strategies can facilitate second or foreign language learning. Listening is the most fundamental skill in language learning, but for decades this skill was not emphasized in secondary schools in Taiwan. However, in 2012 a new national English listening test (TELC) was launched for both academic and vocational senior high school students, and learning English listening suddenly became important. To date, there has been little research on variation in listening strategy use in Taiwan. This study investigated the listening strategies that are currently employed and valued by academic and vocational high school students in Taiwan. The author administered a survey to 400 senior high school students, involving quantitative analysis of questionnaire data and qualitative analysis of semistructured interviews. The findings reveal differences in the use of certain categories of listening strategies between the two groups of students. Although listening strategies were highly valued by all participants, the reasons cited differed. The results highlight the educational system's influence on the choice of listening strategy and provide teachers with useful information regarding teaching English listening to adolescent students of English as a foreign language in Taiwan.

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“…Listening has been identified as an essential skill for students learning English as a foreign language in English universities to excel in their respective fields of study (Chou, 2015).…”

Section: Speaking Skillsmentioning

confidence: 99%

Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China

Adarkwah

2020

WJEL

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The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non-native English speaking countries. The study adopted an embedded mixed-method approach where face-to-face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self-Efficacy (QESE) to measure their perceived English self-efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students’ assessment of the course. The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non-native English students in the future.

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The Influence of Topics on Listening Strategy Use for English for Academic Purposes

Cited by 9 publications

References 43 publications

Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China

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