The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

Kassem, Hassan M.

doi:10.5539/elt.v8n2p153

Cited by 45 publications

(56 citation statements)

References 45 publications

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“…Many teachers or researchers start focusing their concerns on the development of students' learning strategies (Khamdani, 2014;Basir, 2014;Kassem, 2015). This circumstance is seen as the impact of previous influential research that had been done by some experts (Rubin, 1987;Cohen, 1998;O'Malley et al, 1985;Oxford, 1990;Stern, 1992;etc).…”

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confidence: 99%

Listening strategies employed by non-English department students

Gestanti

2017

JEFL

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Language learning strategy is one of the influential aspects for students' success in learning a language. Basically, language learning strategies are closely related to students taking language-related department. However, students from non-English Department also have the indication of using the strategies since English is one of the subjects taught in the curriculum. Thus this study aims to (1) identify what strategies are used by non-English Department students in Listening class and (2) describes to how the use of strategies influence students listening achievement. This study is a qualitative descriptive study with second-semester students from Governmental Science Department as the research subject. A questionnaire, observation, and documentation are used to collect the data. After analyzing the data, it was found that some strategies are used by non-English department students in their Listening subject, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Moreover, the students use those strategies in moderate level. Thus, a comparison between the level of strategies use and students' listening scores is made to describe to what extends the use of strategies influence students' achievements.

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confidence: 99%

Listening strategies employed by non-English department students

Gestanti

2017

JEFL

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“…19)." Kassem (2015) has reported that efficient listeners effectively use LCS to comprehend the target listening texts better. He has further stated that LCS "if identified and described, can be taught to less successful learners to better their learning" and a growing mass of research of this type has developed "several, but similar taxonomies of listening strategies" (p. 156).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Much research has been conducted to identify and classify LCS exploited by EFL/ESL learners (see for example Vandergrift, 2003;Liu, 2008;Serri, Boroujeni, & Hesabi, 2012;Nowrouzi, Tam, Nimehchisalem, & Zareian, 2014). Several other studies have investigated the comparative analyses of LCS used by more proficient and less proficient language learners (see for example Staehr, 2008;Milton, Wade, & Hopkins, 2010;Bidabadi & Yamat, 2011;Tavakoli, Shahraki, & Rezazadeh, 2012;Kassem, 2015). It has been reported that a growing mass of research has investigated the use of LCS in relation to variables like listening comprehension, self-efficacy and anxiety (Chen, 2007;Liu, 2008;Lu, & Liu, 2011;Golchi, 2012;Ghapanchi, & Golparvar, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Rubin (1987) has stated that metacognitive strategies involve management techniques which are exploited by the learners to manage their learning process through planning, monitoring, evaluating and modifying. Kassem (2015) has further clarified the various components of metacognitive strategies. He has stated that planning includes "advance organization, selective attention, self-management", and monitoring comprises of "comprehension monitoring and Double-check monitoring", whereas evaluating involves "self-assessment" (p. 115).…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to him, these strategies include the techniques of clarifying the questions, mutual cooperation and self-talk. Research has offered valuable insights into the fact that strategy use and listening proficiency are directly proportionate to each other and proficient listeners have been reported to use various listening strategies more frequently as compared to less proficient ones (Liu, 2008;Kassem, 2015). It has been revealed that efficient listeners effectively use metacognitive strategies such as exploiting more planning strategies, cognitive strategies including top-down processing and socio-affective strategies such as controlling their emotions (Kassem, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners

Javid¹

2018

IJEL

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The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.

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Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

Wang

Treffers‐Daller

2017

System

130

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Listening comprehension constitutes a major problem for second language learners but little is known about the relative contribution of different factors to listening comprehension. Since there are still only very few studies in this area by comparison with studies focusing on the relationship between reading and vocabulary, there is a need for studies which can fill the gap in our knowledge about the specific contribution of generic and discrete-point measures of language ability to explaining listening. In the present study among 151 non-English major students at a university in Northwest China we explore what proportion of the variance in listening comprehension is explained by general language proficiency, vocabulary size and metacognitive awareness. Our results show that vocabulary size is the strongest predictor, followed by general language proficiency, while metacognitive awareness is less important. We discuss implications for the componential structure of the notion language ability, theories of listening and pedagogical practice in L2 classrooms.

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The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

Cited by 45 publications

References 45 publications

Listening strategies employed by non-English department students

Listening strategies employed by non-English department students

A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners

Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

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