فهرس المقالات Listening strategies

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  1 - Oral Communication Strategies Used by Iranian EFL Learners and their Relationship with the Learners’ Self-efficacy Beliefs and Anxiety Level
  Servat Shirkhani Effat Alsadat Mir Mohammad Meigouni
  10.30486/relp.2019.669075
  This study examined the oral communication strategies (OCS) employed by Iranian intermediate English as a foreign language (EFL) learners and the relationship between the use of these strategies and the learners’ self-efficacy beliefs and anxiety level. To this en أکثر

  This study examined the oral communication strategies (OCS) employed by Iranian intermediate English as a foreign language (EFL) learners and the relationship between the use of these strategies and the learners’ self-efficacy beliefs and anxiety level. To this end, 160 participants were selected through convenience sampling. Next, three questionnaires were employed to determine the strategies the participants employ for coping with speaking and listening problems, their anxiety level, and their general self-efficacy. The results indicated that the most and the least frequently used strategies were “accuracy-oriented” and “massage abandonment” strategies when facing speaking problems and “word-oriented” and “fluency-oriented” strategies when confronting speaking problems. In addition, the results showed a significant positive relationship between OCSs and self-efficacy beliefs of the learners and a significant negative relationship between OCSs and their anxiety level. The findings imply that OCSs are helpful in both increasing EFL learners’ self-efficacy beliefs and reducing their anxiety level. Further implications of the results are discussed in the study. تفاصيل المقالة
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  2 - The Instruction of Meta-Cognitive Listening Strategies and Its Impact on Listening Performance of High and Low-Test-Anxious Intermediate Learners
  Mehdi Nowruzi Jaber Kamali
  Although decisions or inferences we make based on test scores depend both on characteristics of test-takers and of testing sit- uations, there is just little research which has been undertaken on the effects of these characteristics on test performance (e.g., In’n أکثر

  Although decisions or inferences we make based on test scores depend both on characteristics of test-takers and of testing sit- uations, there is just little research which has been undertaken on the effects of these characteristics on test performance (e.g., In’nami, 2006). The effect of listening strategies on listening performance is also unde- niable (Vandergrift, 1997). Thus, considering these two issues is the in- tention of the present study. This study not only investigates the effect of one of the personal characteristics of test-takers, namely test anxiety on listening test performance, but also attempts to find the relation- ship between instruction of listening strategies and test performance. At last, it focuses on meta-cognitive listening strategies (Vandergrift, 1997) instruction and its impact on test-anxiety. This study was con- ducted with 98 students who were selected from Aryanpour Institute in Tehran. After the pre-test, which was also considered as a proficiency test, the participants were instructed for 4 hours. The post-test was administered and the analysis of data revealed that there is a signifi- cant relationship between test anxiety and listening performance among Iranian EFL intermediate learners and also there is a significant rela- tionship between meta-cognitive listening strategies and listening profi- ciency among Iranian EFL intermediate learners but meta-cognitive lis- tening strategies have no differential effect on high- and low-test-anxious Iranian EFL intermediate learners. It is to say that both groups of high- and low-test-anxious learners benefit the same from meta-cognitive lis- tening strategies instruction. These findings emphasize the importance of lowering test anxiety in exam sessions as well as the importance of instructing meta-cognitive listening strategies in EFL classes. تفاصيل المقالة
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  3 - Brain Dominance and Listening Comprehension Strategy Use of Iranian EFL Learners
  Nastaran Mireskandari Sepideh Alavi
  The present study aimed to investigate the general pattern of brain dominance of undergraduate Shiraz University students and its effect on the use of listening comprehension strategies. Data was collected from 142 undergraduate Shiraz University students. The Hemispher أکثر

  The present study aimed to investigate the general pattern of brain dominance of undergraduate Shiraz University students and its effect on the use of listening comprehension strategies. Data was collected from 142 undergraduate Shiraz University students. The Hemispheric Dominance Test (HDT) was given to the participants to categorize them as right-, left- and whole-brain dominant, and the Strategy Inventory for Listening Comprehension (SILC) was administered to evaluate their use of listening comprehension strategies. The results were compared using a one-way between-groups analysis of variance (ANOVA) to see if there were any significant differences between the three brain dominant groups in their overall use of listening comprehension strategies. A MANOVA was also run to find out if the groups had preferences regarding the use of any particular strategy type. Results indicated that Iranian EFL university students were mostly right brained. However, no significant differences were found between right-brained, left-brained and whole-brained learners in their overall pattern of listening comprehension strategy use or their preferred strategy category. تفاصيل المقالة
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  4 - The relationship between input modification and listening comprehension among intermediate Iranian EFL learners
  Zahra Yousefi
  The purpose of this study was to identify Iranian EFL learner’s awareness degree of listening factors and strategies and the effect of input modification in improvement of listening comprehension. Since listening is a mental process and is not directly observable أکثر

  The purpose of this study was to identify Iranian EFL learner’s awareness degree of listening factors and strategies and the effect of input modification in improvement of listening comprehension. Since listening is a mental process and is not directly observable I had used qualitative method and sought to subjective data not objective one. Two groups of boys and girls in intermediate level had been selected and interviewed with open-ended questions concerning the difficulties which they encounter in listening comprehension and factors which they were aware of them. I had made a categorization from the obtained findings of interviews and suggested strategies to solve or at least reduce the problems. I had investigated the effect of input modification in two different listening texts; the results indicated that the use of input modification had a high positive relation with students’ level of listening comprehension. تفاصيل المقالة
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  5 - The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension
  پرستو علی زاده اقیانوس مونا خبیری
  This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,8 أکثر

  This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT) was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI). The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week), both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI). The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement. تفاصيل المقالة
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  6 - The Comparative Effect of Using Listening Strategies on Reflective and Impulsive Visually Impaired Learners’ Listening Comprehension
  فروزان بیرانوند بهدخت مال امیری
  10.30495/jal.2018.541065
  This study aimed to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension. The participants of the study were 58 male أکثر

  This study aimed to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension. The participants of the study were 58 male and female VILs at pre-intermediate level within the age range of 12-18 in the west of Iran, Khorram Abad. These participants were selected non-randomly from among 10 different classes available to the researcher. To select the participants, the researcher talked to learners of these 10 classes and sought the consent of 58 learners to take part in the study. The Preliminary English Test (PET) pre-piloted on 30 students with almost similar characteristics to the target sample was administered to 72 students for selecting a homogenized group of participants. Then, 58 students were selected. Afterwards, the researcher administered the Personality Questionnaire developed by Eysenck (1975) to categorize them into two experimental groups of impulsive and reflective. Furthermore, the researcher made sure that the two groups were homogeneous regarding their listening comprehension prior to the start of the treatment. In this study, both experimental groups practiced listening comprehension through listening strategies, namely, metacognitive, cognitive and social/affective strategies. The listening section of the PET test was administered as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through Independent Samples t-test. The results of statistical analyses led to the rejection of null hypothesis with the conclusion that the reflective learners significantly outperformed the impulsive students on the posttest of listening comprehension. تفاصيل المقالة
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  7 - The Effects of Metacognitive Strategy Training on the Listening Comprehension and Self-Regulation of EFL Learners
  Mahboubeh Taghizadeh Arash Gholamy Saleh Abady
  AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assign أکثر

  AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group received 6-week instruction on the listening metacognitive strategies, while those in the control group received no strategy instruction. Four instruments were used in this study: a pretest of listening comprehension, Metacognitive Awareness Listening Questionnaire (MALQ), Academic Self-Regulated Learning Scale (A-SRL-S), and a posttest on listening comprehension. The analysis of the data revealed that metacognitive listening strategies training improved the listening performance of the learners in the experimental group compared to those in the control group. It also showed that there was a statistically significant difference between the two groups in the use of problem-solving, planning-evaluation, mental translation, and personal knowledge strategies. The results also showed that learning metacognitive strategies helped language learners to regulate their use of self-evaluation, organizing, goal-setting, seeking assistance, environmental structuring, and responsibility strategies. Additionally, regression analyses demonstrated that self-regulation strategies accounted for 37% of variance in the EFL learners’ listening comprehension, while metacognitive listening strategies accounted for 6 % of the variance. The findings of this study suggested that (a) listening metacognitive strategies training can have benefits on listening skill development, increase use of self-regulatory and metacognitive strategies, (b) learners who used more metacognitive strategies revealed a high level of self-regulation strategies use. تفاصيل المقالة
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  8 - Investigating the Relationship among Gender, Critical Thinking and Meta-Cognitive Awareness Listening Strategies
  Bahram Mowlaie Azar Einy Samarein
  This study aimedat investigating the difference between male and female Iranian Upper-Intermediate EFL learners in terms of critical thinking, meta-cognitive awareness listening strategies, and selection of meta- cognitive listening strategies. To this end, one hundred أکثر

  This study aimedat investigating the difference between male and female Iranian Upper-Intermediate EFL learners in terms of critical thinking, meta-cognitive awareness listening strategies, and selection of meta- cognitive listening strategies. To this end, one hundred and fifty language learners (including males and females with average age of 26.5) were selected through homogenised process to take part in this study. As a further step, the participants answered CTQ and MALQ questionnaires, which were 5-point Likert-type questionnaires. The results showed that there was no significant difference between males and females critical ability but there that was a significant difference between them in awareness and selection of meta-cognitive listening strategies. In other words, women were more aware than men in meta-cognitive listening strategies. Also a significant difference was found only in ‘planning’ and ‘directed attention’ but not in ‘problem solving’, ‘meta translation’, and ‘person knowledge’ between the male and the female Iranian Upper-Intermediate EFL learners. The results have some implications. تفاصيل المقالة