What two decades of research into L2 listening in System tells us: Looking back for looking forward

Zhang, Lawrence Jun; Shen, Yunhua

doi:10.1016/j.system.2022.102970

Cited by 13 publications

(6 citation statements)

References 78 publications

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“…According to Al-Seghayer (2021), poor listening teaching practices have adversely impacted students' listening ability, as shown by the results of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) tests, for which the mean listening scores of Saudi test-takers regularly lag behind those of both international and Middle Eastern examinees. Field (2008b) and Zhang and Shen (2023) observed that L2 listening strategies are often measured using 1) think-aloud and other self-report protocols (qualitative methods) or 2) psychometric methods (i.e., constructed and validated questionnaires) that evaluate multiple listening strategies. According to Zhang and Shen (2023), the latter approach has recently become more popular in research on L2 listening.…”

Section: Listening Strategiesmentioning

confidence: 99%

“…Field (2008b) and Zhang and Shen (2023) observed that L2 listening strategies are often measured using 1) think-aloud and other self-report protocols (qualitative methods) or 2) psychometric methods (i.e., constructed and validated questionnaires) that evaluate multiple listening strategies. According to Zhang and Shen (2023), the latter approach has recently become more popular in research on L2 listening.…”

Section: Listening Strategiesmentioning

confidence: 99%

“…Aryadoust (2019Aryadoust ( , 2022 identified three mechanisms that underpin L2 listening: pre-comprehension (the listener perceives and decodes auditory stimuli), comprehension (the listener constructs a surface, literal representation of the words and parses the message into propositions, mainly using bottom-up processes), and post-comprehension (the listener connects different propositions to build a global mental representation of the message, mainly through top-down processes and inferencing). Such processes and mechanisms apply to fluent listening, but L2 listening comprehension can be frustrating (Vandergrift & Tafaghodtari, 2010) and daunting (Zhang & Shen, 2023) because L2 listeners often have trouble deploying listening strategies (Cutler, 2012;Rost, 2014;Vandergrift & Goh, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Goh's (2000) study suggested 33 listening tactics that may be used to compensate for listening problems or to actively facilitate comprehension, which were subsequently classified into four types of listening practice: 1) perception practice (e.g., following along with a transcript while listening), 2) cognitive tactics (e.g., inferring the meaning of unfamiliar words from the context), 3) metacognitive tactics (e.g., continuing to listen despite difficulty), and 4) social-affective tactics (e.g., encouraging oneself to continue listening). According to Zhang andShen (2023), Goh's (2000) findings established a preliminary inventory of cognitive and metacognitive strategies for L2 listening.…”

Section: Introspective and Retrospective Studies On L2 Listeningmentioning

confidence: 99%

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Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students

Alkhelaiwi

2023

WJEL

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Listening is obviously an essential skill for anyone who wishes to acquire a new language, but second-language (L2) listening research is scarce compared to research on L2 reading. Additionally, the literature indicates that Saudi students, regarding listening, lag behind students from other nationalities on standardized international language tests. Hence, in this study, I examined the use of L2 listening comprehension strategies in an English as a foreign language Saudi university context. Based on an existing 19-item psychometrically validated questionnaire followed by a listening test, the results revealed that students were aware of L2 listening strategies and used cognitive strategies slightly more often than metacognitive strategies. However, notably, their less frequent use of practice-based self-regulation listening strategies (e.g., having good partners in practicing listening skills) could adversely impact their L2 listening success. The results also showed a rather weak significant difference between the listening strategic trait and listening test performance; a weak negative significant relationship between listening strategies, age, and years of learning English; and an insignificant relationship between listening comprehension strategies and academic level. However, the results suggest that the number of years of learning English is linked to better listening test performance. Finally, the items in the existing questionnaire, which was employed to assess listening comprehension strategies, lacked internal consistency and had problematic subscales; nevertheless, an acceptable one-factor model emerged from this study.

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Section: Listening Strategiesmentioning

confidence: 99%

Section: Listening Strategiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introspective and Retrospective Studies On L2 Listeningmentioning

confidence: 99%

See 2 more Smart Citations

Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students

Alkhelaiwi

2023

WJEL

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“…This process is called metacognitive processing (Milliner & Dimoski, 2019). There is a general consensus that higher L2 listening proficiency involves combining bottom‐up and top‐down processing abilities (Siegel & Siegel, 2015; Yeldham, 2018; Zhang & Shen, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

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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The Representation of Metacognition in L2 Listening Textbooks

Wang

2024

Asia-Pacific Edu Res

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What two decades of research into L2 listening in System tells us: Looking back for looking forward

Cited by 13 publications

References 78 publications

Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students

Are You Listening Strategically or Randomly? Examining Listening Comprehension Strategies Among Saudi University EFL Students

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

The Representation of Metacognition in L2 Listening Textbooks

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