2019
DOI: 10.29333/iji.2019.1236a
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Word Recognition from Speech, Syntactic Knowledge, Metacognitive Awareness, Self-Efficacy as determination for L2 Listening Comprehension

Abstract: This study investigated the contribution of word recognition from speech (WRS), syntactic knowledge, metacognitive awareness, self-efficacy to L2 listening comprehension among 92 students in English department, UIN Maulana Malik Ibrahim Malang Indonesia. This study applied Multiple Regression. The instruments consisted of tests and questionnaires. The tests were WRS, Grammaticality judgement and sentence comprehension as two components of proceduralized syntactic knowledge, and L2 listening comprehension test.… Show more

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Cited by 11 publications
(11 citation statements)
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References 39 publications
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“…Various researchers considered technology-related variables and determined its influence on listening comprehension performance including computer assisted language learning (CALL) (Abdolrezapour, 2019), and mobile assisted language learning (MALL) (Salih, 2019). A vast number of studies exist regarding the association of psychological variables with listening comprehension performance including motivation (Baleghizadeh & Rahimi, 2011), anxiety (Zhang, 2013), emotional intelligence (Froiland & Davison, 2019), self-efficacy (Ramli et al, 2019). However, a significant gap still exists in the literature regarding the relationship of a very crucial psychological variable, i.e., boredom and listening comprehension performance.…”
Section: Listening Comprehension Performancementioning
confidence: 99%
“…Various researchers considered technology-related variables and determined its influence on listening comprehension performance including computer assisted language learning (CALL) (Abdolrezapour, 2019), and mobile assisted language learning (MALL) (Salih, 2019). A vast number of studies exist regarding the association of psychological variables with listening comprehension performance including motivation (Baleghizadeh & Rahimi, 2011), anxiety (Zhang, 2013), emotional intelligence (Froiland & Davison, 2019), self-efficacy (Ramli et al, 2019). However, a significant gap still exists in the literature regarding the relationship of a very crucial psychological variable, i.e., boredom and listening comprehension performance.…”
Section: Listening Comprehension Performancementioning
confidence: 99%
“…Technology, Pedagogy, and Content Knowledge (TPACK) will support teachers' creativity and innovation to implement learning strategies, technology usage, and varied online sources. It is also a framework to measure such self-efficacy to put more perseverant efforts (Ramli et al, 2019;Baleghizadeh et al, 2013), confidence levels (Koehler & Mishra, 2005), and self-reflection (Ropp, 1999). Online learning, in fact, has not been completed in the classroom, but the practice of the BL approach in the new normal will absolutely assist teachers and lecturers improve the learning delivery considered as learners while participating in some training programs like webinars, conferences, workshops, and comparative study (Saboowala and Mishra, 2021).…”
Section: Professional Developmentmentioning
confidence: 99%
“…merupakan kompenen penting bagi peserta didik dalam mempelajari bahasa asing. Sudrajat & Herlina (2015), Ramli, et al (2018), Ramli, et al (2019) menyatakan kosakata saat belajar bahasa, termasuk bahasa Inggris, merupakan salah satu hal penting untuk dikuasai. Dengan memiliki banyak kosakata, memungkinkan peserta didik untuk menguasai empat keterampilan bahasa Inggris dengan mudah dan efektif seperti speaking, writing, reading, dan listening.…”
Section: Kosakataunclassified