Journal articles: 'Factors that hamper listening'

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Ghani, Norsahirah, Abdul Rasid Jamian, and Norfaizah Abdul Jobar. "Environmental Impact of Reading Literacy Development." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001425. http://dx.doi.org/10.47405/mjssh.v7i4.1425.

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Reading literacy is a basic requirement in the process of teaching and learning. It is one of the important skills needed to be mastered, along with writing skills, speaking skills, and listening skills. The term literacy is not a foreign thing in today’s world of education. In this paper, researchers will focus on reading literacy and the relation of environmental factors based on Bronfenbrenner’s Ecological Theory and literacy development. This theory introduces five systems in the ecology of human development, which are microsystem, mesosystem, exosystem, macrosystem and chronosystem. Through this paper, the researcher will try to understand how the environment surrounding the students’ lives will affect their psychological, personality and intellectual development. A good relationship between students and individuals around their surrounding will also make them psychologically balanced human beings. It can also help students to improve their academic performance. In conclusion, a positive environment will help students to achieve excellence, while a negative environment will hamper all such efforts.

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Tenakwah, Emmanuel Senior. "What do employees want? Halting record-setting turnovers globally." Strategic HR Review 20, no. 6 (October 4, 2021): 206–10. http://dx.doi.org/10.1108/shr-08-2021-0040.

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Purpose Retaining talents has been a significant issue for companies globally. Recent statistics suggest that the trend is rising at an alarming rate. This paper aims at examining these statistics, the driving factors, and how organisations can deal with this issue to retain current employees and to attract prospective employees. Design/methodology/approach This paper discusses the drivers of these high turnover rates and the associated costs. Based on these, suggestions on how to retain and attract talents are offered. Findings The evidence available illustrates that employee turnover continues to hamper the growth of companies and can pose existential threats to these companies. It also suggests that listening to concerns or reasons accounting for the exit of employees can go a long way to reduce the current trends. Practical implications The suggestions presented in this paper highlight the possibility of curbing the high rate of turnover. By taking these suggestions, organisations can avoid the enormous costs associated with employee turnover while building a healthy organisation for their employees. Originality/value This work is timely given the high rate of turnover recorded worldwide, even during the pandemic.

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Li, Xuemei. "Factors Affecting Students’ Listening Capability." International Journal of English Literature and Social Sciences 5, no. 1 (2019): 21–22. http://dx.doi.org/10.22161/ijels.51.4.

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Bouzar Fodil-Cherif, Siham. "Factors Standing Against Listening Success." Education and Linguistics Research 3, no. 2 (October 9, 2017): 102. http://dx.doi.org/10.5296/elr.v3i2.11781.

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The largest part of the time spent in the communication process is devoted to listening. This skill is in fact very important for developing any language learning proficiency. However, it sometimes constitutes a source of trouble and frustration for learners of English as a foreign language (EFL) who find themselves unable to comprehend the spoken message transmitted to them in the target language. Therefore, this article explores the factors standing against the comprehension of the oral input in a way to open the path for thinking about measures to overcome listening difficulties.

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Kutlu, Ömer, and Aslıhan Erman Aslanoğlu. "Factors affecting the listening skill." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2013–22. http://dx.doi.org/10.1016/j.sbspro.2009.01.354.

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Xuan, Kan, and Debora Chaterin Simanjuntak. "Studentsâ€™ Perspective of Factors Affecting Listening." Acuity : Journal of English Language Pedagogy, Literature and Culture 2, no. 1 (January 1, 2017): 1–11. http://dx.doi.org/10.35974/acuity.v2i1.584.

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The teaching of listening in Indonesia is essential, a process that is considered to be indispensable. This paper explores several factors that affect studentsâ€™ listening comprehension ability; which are: Limitation of Vocabulary, Teaching Strategy, Limitation of Materials and Equipment, Studentâ€™s Listening Anxiety, Exposure towards American English and culture. The main purpose of this research is to determine which factor that significantly affects studentsâ€™ listening comprehension ability. After going through factor analysis, it is found that the most dominant factor that affects listening comprehension ability is Limitation of Listening Materials and Equipment. This study was conducted in three schools: SMP Negeri 1 Cisarua, Bandung, SMP Negeri III Cisarua, Bandung, SMP Negeri I Parongpong, Bandung. Â Key Words: Listening Comprehension Ability, Exposure towards American English and CultureÂ Â Â Â Â

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Pratiwi, Kartika, and Erna Andriyanti. "External Factors Causing Students’ Difficulties in Listening." Journal of English Language Teaching and Linguistics 4, no. 2 (July 20, 2019): 227. http://dx.doi.org/10.21462/jeltl.v4i2.282.

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To become a good speaker, one has to be a good listener because naturally people cannot speak properly before listening first. Listening is an important requirement, and also a basic competence to be a good speaker in English. Listening is not an easy process since one who listens must be able to distinguish between sounds, understand the vocabulary and grammatical structures, as well as interpret the meaning at the same time. Listening in English requires focus and attention yet, in fact, many students tend to have several difficulties to focus in listening practice. The article aims to show the external factors affecting the students’ difficulty within each process of listening comprehension. The external factors include the speaker, the context of material, and the physical setting. By adopting qualitative design, it is found that the external factors have the higher potential to influence the students’ focus negatively than the students’ physical condition and behavior which are known as internal factors. Moreover, through several findings based on the library research, it is revealed that the external factors are linked to each process of listening. Suggestions with the effective ways to resolve the difficulties in listening are provided.

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Nurkhamidah, Neni. "EXPLORING FACTORS CAUSING LISTENING ANXIETY ON GENERATION Z STUDENTS." ACITYA Journal of Teaching & Education 2, no. 2 (July 21, 2020): 141–51. http://dx.doi.org/10.30650/ajte.v2i2.1386.

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Listening is a complex process because listeners do not only listen to the words, but they also interpret speakers' utterances. This complexity and difficulty triggers student’s anxiety. Many researches find out that listening anxiety affect students’ performance. Therefore, study on listening anxiety is crucial to be carried out. This study is conducted to find out the factors causing listening anxiety on generation Z students that raised with technology and have more opportunity to listen English from many sources than the previous generation. This is a qualitative study that is conducted in English Department of STKIP MNC by involving 20 participants from Basic Listening class. The finding shows that there are some factors causing students listening anxiety. The factor is categorized in two sources; students and technological factors. The internal factors trigger students listening anxiety are rate of speech, vocabulary and accent, and concentration. On the other hand, technological factor causing listening anxiety comes from the poor quality of audio sounds from speaker used in the class.

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Wang, Shu-Yan, and Kyung-Whan Cha. "Foreign Language Listening Anxiety Factors Affecting Listening Performance of Chinese EFL Learners." Journal of AsiaTEFL 16, no. 1 (March 31, 2019): 121–34. http://dx.doi.org/10.18823/asiatefl.2019.16.1.8.121.

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Kourmousi, Ntina, Kalliope Kounenou, Vasiliki Yotsidi, Vasiliki Xythali, Kyriakoula Merakou, Anastasia Barbouni, and Vasilios Koutras. "Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening." Social Sciences 7, no. 7 (July 21, 2018): 117. http://dx.doi.org/10.3390/socsci7070117.

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Active listening is important for effective interpersonal communication, a prerequisite for successful teaching. The presented cross-sectional study examined personal and work factors associated to active listening in 3.995 Greek schools’ educators of all teaching levels and specialties. The study questionnaire posted on official and main teachers’ portals included personal and working data items, the Active Empathic Listening Scale (AELS), and the Active Listening Attitude Scale (ALAS). Multiple linear regression was used to identify independently associated factors with AELS and ALAS dimensions, and standardized regression coefficients were performed to measure the effect of independent variables. Regarding AELS, gender had the greatest effect on the Sensing subscale, followed by age and mental health promotion training. Years of teaching had the greatest effect on Processing subscale, followed by higher studies. Gender had the greatest effect on Responding subscale, followed by age, higher studies, and mental health promotion training. Concerning ALAS, mental health promotion training and support from colleagues had the greatest effect on Listening attitude subscale, gender and mental health promotion training had the greatest effect on Listening skill subscale, and gender, age, and years of teaching had the greatest effect on Conversation opportunity subscale. The identification of enhancing factors like training in mental health promotion could significantly contribute in designing training that can simultaneously benefit teachers’ skills and students’ psychosocial well-being.

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Nurul, Arini, Nita Sari Narulita Dewi, Enjang Nurhaedin, and Dewi Rosmala. "Foreign Language Listening Anxiety in an Academic Listening Class." J-SHMIC : Journal of English for Academic 7, no. 2 (August 28, 2020): 1–9. http://dx.doi.org/10.25299/jshmic.2020.vol7(2).5241.

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In the process of teaching listening, anxiety is believed as a negative factor contributing to the students’ poor listening comprehension and quite possibly the affective factor that the most persistently hinders the learning process. Thus, investigating its existence and delving its factors become salient in order to help the students overcome their listening learning barriers. This present study attempts to depict the condition of the students’ listening anxiety in an Academic Listening (AL) class in an Indonesian tertiary context. 20-items of Foreign Language Listening Anxiety’s (hereafter, FLLA) questionnaire were administered to 97 students taking that course. Having finished analyzing the levels of students’ listening anxiety, in-depth interviews were conducted to four students who were considered having high listening anxiety to disclose the underlying factors. The research result revealed three pivotal issues; a) 54.6% of the students had a relatively high level of listening anxiety, 18.5% had moderate listening anxiety, and 26.8% had a low level of listening anxiety; b), 75% of the chosen measured items showed an extreme level of the students’ listening anxiety, and c) the major factor contributing the listening anxiety was inadequate listening proficiency involving the inability to deal with the rapid speech rate and range of lexical choices.

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Wahidah, Farah Sukmawati. "A Case Study of EFL Learners’ Difficulties in Listening Comprehension." Academic Journal Perspective : Education, Language, and Literature 6, no. 1 (May 30, 2018): 19. http://dx.doi.org/10.33603/perspective.v6i1.1050.

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This research tries to analyse the students’ level of difficulty in listening comprehension and the factors causing it. This is a case study research. This research revealed that students had many difficulties in listening comprehension. The difficulties from the biggest percentage were understanding organization, pragmatic understanding, and basic comprehension. Then, there were many factors causing students’ difficulties in listening. The factors were from the speaker, the environment, and the speaker itself. The factors causing the difficulties from the biggest percentage were the environment (noisy), poor recording, unfamiliar topics, accent of the speaker, ungrammatical sentences, long listening, concentration or focus, unknown words, uninteresting topic, and recognizing main points. Keyword: listening difficulties, factors causing listening difficulties.

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Prastiyowati, Santi. "ANXIETY ON STUDENTS’ LISTENING COMPREHENSION IN UNIVERSITY STUDENTS IN MALANG." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (June 28, 2019): 65. http://dx.doi.org/10.22219/celticumm.vol6.no1.65-77.

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This study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of EFL learners in Malang. This study employs mixed research method, involving forty-eight participants. To gather the data, questionnaires and interview on students’ anxiety are used as the instrument. The results of the study revealed that the students were mostly in moderate-level of anxiety. The anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. Additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. Both contributed to students’ anxiety in their listening performance.Another finding addressed factors which cause students’ anxiety. It can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. Teachers’ factor related to teachers’’ characteristic and condition. Students’ factors closely related to students’ performance in listening activity. Listening material included listening difficulty and material. Other factors included environmental factors and other situation which was not mentioned in above three factors.

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Prastiyowati, Santi. "ANXIETY ON STUDENTS’ LISTENING COMPREHENSION IN UNIVERSITY STUDENTS IN MALANG." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (June 28, 2019): 65–77. http://dx.doi.org/10.22219/celtic.v6i1.8758.

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This study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of EFL learners in Malang. This study employs mixed research method, involving forty-eight participants. To gather the data, questionnaires and interview on students’ anxiety are used as the instrument. The results of the study revealed that the students were mostly in moderate-level of anxiety. The anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. Additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. Both contributed to students’ anxiety in their listening performance.Another finding addressed factors which cause students’ anxiety. It can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. Teachers’ factor related to teachers’’ characteristic and condition. Students’ factors closely related to students’ performance in listening activity. Listening material included listening difficulty and material. Other factors included environmental factors and other situation which was not mentioned in above three factors.

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Pei, Tao, and Jitpanat Suwanthep. "Development of L2 Listening Metacognitive Awareness via Online Metacognitive Listening Practice." International Journal of Distance Education Technologies 19, no. 4 (October 2021): 1–18. http://dx.doi.org/10.4018/ijdet.286741.

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Metacognitive intervention of listening has prevailed in L2 (Second Language) listening research in the past decade. However, rare research has linked metacognitive intervention with online listening. This study examines L2 learners’ development of metacognitive awareness of listening through online metacognitive listening practice. A set of online metacognitive listening exercises were constructed, based on a metacognitive cycle that regularly guides learners through metacognitive processes of listening. Thirty-nine low-proficiency Chinese university EFL listeners from one intact class participated in the study and did online listening practice as individual outside-class homework for 14 weeks. The development of metacognitive awareness was measured by MALQ and enriched by the learners' reflective notes. Results reveal an inverted U-shape pattern in the development of metacognitive awareness and that the factors of metacognitive awareness develop asynchronously. Some factors appear more susceptible to listening task difficulty and more unstable in the development process.

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Guswita, Khairani Ade, and Sugirin Sugirin. "FACTORS AFFECTING LISTENING ANXIETY OF SENIOR HIGH SCHOOL STUDENTS IN ENGLISH CLASSROOM." JOALL (Journal of Applied Linguistics and Literature) 6, no. 1 (February 3, 2021): 32–45. http://dx.doi.org/10.33369/joall.v6i1.11462.

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In the process of listening, anxiety is a natural response that occurs to students who can divert the listening process. Thus, the purpose of this study is to find out factors affecting listening anxiety of senior high school students in the English classroom. The method used in this study was mixed method because the data obtained were in the form of qualitative and quantitative data. Participants in this study were 35 senior high school students in 2019-2020 academic year. The instrument used to collect data were questionnaire and interview. Questionnaire contained 14 questions was adopted from The Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) that was given to the students and interview was conducted with an English teacher and three students. The results of this study indicate that there are several factors that cause listening anxiety. The first, the students feel confused and anxious because they are unable to catch the words conveyed by the speaker. The second, the students feel difficult to understand the pronunciation of the speaker. The third, the students feel afraid when the speaker conveying information too quickly. The fourth, the students feel worried about the limited time in doing the listening task. The fifth, the students feel anxious because they think the other student more understand about the contents of the English recording. And the last, the students feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in English. In conclusion, the students feel anxious in doing the listening task which resulted in their listening skills getting lower when learning English in the classroom

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Yang, Xiaoling. "On the Obstacles and Strategies in English Listening Teaching." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 1030. http://dx.doi.org/10.17507/tpls.0908.22.

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Listening comprehension can be affected positively or negatively by various factors. The factors can be identified as internal and external. They are analyzed respectively and several effective strategies are also presented afterward. The barriers to listening are those of language knowledge, listening habits, psychological quality, cultural background and so on. The strategies should be as follows: training students’ listening skills and good habits, laying stress on training psychological quality, broadening the cultural background knowledge, breeding interest on listening, using student-centered teaching method, ect. Due to the disagreements with previous teaching approaches over the past years，listening teaching, step by step, pays heel to the employment of listening strategies and the listening strategies production．

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Hadijah, Sitti, and Shalawati Shalawati. "A Study on Listening Skills and Perspectives to First Year Students at English Department of Academic Year 2015/2016." J-SHMIC : Journal of English for Academic 3, no. 2 (August 25, 2016): 70–80. http://dx.doi.org/10.25299/jshmic.2016.vol3(2).527.

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Good ability in listening means having competence to comprehend information during listening activities. However, Listening skill is still considered as one of the most difficult skills for English language learners although they have been learning English for few years. Hence, this study was designed to gather information about the students’ challenges in listening activities, their perspectives on listening subject, and positive factors on the students’ success in listening. Then, a set of listening test and questionnaire were distributed. Both quantitative and qualitative data were studied to identify the underlying matters in students’ listening skills, addressing challenges, main listening hindrance factors and learning experiences. The findings of this study revealed that the students faced problems in listening because they still could not complete the basic listening skills in the test. Furthermore, Most of them considered that the listening classes are challenging for them due to some problems and difficulties during the teaching and learning activities. Besides that, there were 5 factors influenced the students’ listening skill; lack of practice, limited vocabulary mastery, native speakers’ accent, pronunciation, and uninteresting learning materials. Moreover, their knowledge about English structure and good facilities in listening classes supported them to be able to figure out some challenges in listening activities. In addition, the students realized the important of the listening activities, but assistances from the teachers and some other students were still needed during the teaching and learning activities. In conclusion, having good listening skill still appeared as a challenge for the first year students at English Department of Academic Year 2015/2016.

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Utami, Wikan Budi, and Ketut Wahyu Ibrahim. "PENGARUH PEMBANGUNAN DESA DAN FAKTOR FAKTOR YANG MENGHAMBAT PENGELOLAAN ALOKASI DANA DESA TERHADAP AKUNTABILITAS PUBLIK PENGELOLAAN DANA DESA." Jurnal Akuntansi dan Pajak 20, no. 1 (August 21, 2019): 36. http://dx.doi.org/10.29040/jap.v20i1.551.

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Allocation of village founds is financial budget that given to village by government, the source from local tax profit sharing and balanced founds center and local financial received by district. The purpose of this research is determine the effect of village development and factors can be hamper allocation of village founds management on public accountability allocation of village management. The population of this research are villager of Purwosari and the paper uses a sampel are 30 person villager of Purwosari. The sampling technique which is used to get the sample is purposive sampling. Methods of data collection in this research used questionare. Data analysis used descriptive statistical analysis and multiple linier regressions. The data were processed using SPSS 21. The research show that the village development and factors can be hamper allocation of village founds management take effect to publik accountability allocation of village founds management. Keywords: allocation of village founds, village development, factors can be hamper allocation of village founds management, public accountability allocation of village founds management.

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Puric, Daliborka. "Factors of the active listening of preschool children." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 297–314. http://dx.doi.org/10.5937/zrffp46-12551.

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Jung, Yunhee, and Miseon Kim. "A Semantic Network Analysis of Listening Obstacle Factors." Journal of Language & Literature 83 (September 30, 2020): 429–53. http://dx.doi.org/10.15565/jll.2020.09.83.429.

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Hodgson, Murray R., and Susan M. Kennedy. "Factors influencing perceived listening quality in university classrooms." Journal of the Acoustical Society of America 101, no. 5 (May 1997): 3051. http://dx.doi.org/10.1121/1.418694.

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Weller, Tobias, Virginia Best, and Jörg M. Buchholz. "Factors influencing target detectability in realistic listening scenarios." Journal of the Acoustical Society of America 133, no. 5 (May 2013): 3513. http://dx.doi.org/10.1121/1.4806280.

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Gopal, Kamakshi V., Sara Champlin, and Bryce Phillips. "Assessment of Safe Listening Intentional Behavior Toward Personal Listening Devices in Young Adults." International Journal of Environmental Research and Public Health 16, no. 17 (August 31, 2019): 3180. http://dx.doi.org/10.3390/ijerph16173180.

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Recreational noise-induced hearing loss (RNIHL) is a highly preventable disorder that is commonly seen in teenagers and young adults. Despite the documented negative effects of RNIHL, it is still challenging to persuade people to adopt safe listening behaviors. More research is needed to understand the underlying factors guiding listeners’ intentions to engage in safe listening habits. We used the Theory of Planned Behavior (TPB) to identify attitudes, social norms, and behavioral control in 92 young adults toward two intentional behaviors related to safe listening habits while listening to their personal listening devices: (1) lowering the intensity of loud music, and (2) shortening the listening duration of loud music. Using a Qualtrics survey, the major factors of the TPB model as they relate to the participants’ intention to engage in risk-controlling behavior were assessed. Behavioral intentions to turn the music down and listen for shorter durations were thought to be predicted by the TPB factors (attitudes, social norms, and perceived behavioral control). Linear regression findings indicated that the overall TPB models were significant. Positive attitudes toward turning the music down and shortening the durations were significantly associated with intentions to engage in non-risky behavior, more so for the former behavior.

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Gabryś, Agnieszka. "Factors that hamper the sexual life of women with motor disabilities." Special School LXXX, no. 2 (April 30, 2019): 95–107. http://dx.doi.org/10.5604/01.3001.0013.1972.

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The sexuality of women with disabilities is an issue that still requires exploration despite the growing interest of researchers and clinicians in the topic. The focus of the deliberations is on analysis of factors that hamper the sexual life of women with motor disabilities. This phenomenon is presented based on the findings of available studies and analyses. The following issues are described: stereotypes, myths, and prejudice concerning sexuality, sexual knowledge, sexual violence, body image, and sexual identity. Also, sexual health and medical counseling are analyzed.

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Vandergrift, Larry. "Recent developments in second and foreign language listening comprehension research." Language Teaching 40, no. 3 (June 20, 2007): 191–210. http://dx.doi.org/10.1017/s0261444807004338.

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Listening comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) listening. It begins with a brief discussion of the different cognitive and social factors that impact listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on listening in multimedia environments, academic listening and listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.

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Janata, Petr, Joshua Peterson, Clinton Ngan, Bokyoung Keum, Hannah Whiteside, and Sonia Ran. "Psychological and Musical Factors Underlying Engagement with Unfamiliar Music." Music Perception 36, no. 2 (December 1, 2018): 175–200. http://dx.doi.org/10.1525/mp.2018.36.2.175.

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What are the factors that determine how long a person chooses to listen to an unfamiliar piece of music? We examined this question across three experiments in which we played participants novel repeating multi-instrument stimuli and recorded their listening times and reasons for their decisions to either continue or stop listening. To influence the habituating effects of repeating musical material drawn from a large stimulus library (> 450 items), we manipulated novelty along several musical dimensions. In Experiment 1, all instruments entered simultaneously. In Experiment 2, instrument entrances were also offset in time. In Experiment 3, we composed core multi-instrument loops and manipulated them to further minimize harmonic variability, minimize rhythmic variability, introduce spatialization, or change timbral characteristics. Novelty introduced by instrument entrances was the strongest determinant of listening times, though harmonic variability and timbral features were also important. Subjective enjoyment was the best predictor of listening times, mediating the effects of the degree of perceived groove in a stimulus, the urge to move, interest in a stimulus, perceived complexity, and congruency with current mood. We conclude that naturalistic looping musical stimuli serve well to examine the diverse psychological and musical determinants of choice behavior underlying music consumption.

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Sari, Nurhidayah, and Rinda Fithriyana. "Exploring EFL Students’ Problems in Listening Comprehension." JEES (Journal of English Educators Society) 4, no. 1 (April 20, 2019): 47. http://dx.doi.org/10.21070/jees.v4i1.1722.

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Listening is a challenging sll for my EFL learners. They seem to do the assignment without showing good comprehension on their answers. This research aims to find out the students’ problems in listening comprehension and identify the factors contributing to the problems. The second semester students in academic year 2017/2018 are the subject of the research. The data were collected by using observation, interview and documentation. The results of the research showed that the students still have low listening comprehension. The most difficult indicator of listening comprehension is making inference. There are only 28% students can answer the questions related making inference. The students also have low confidence in listening skill. They cannot concentrate well in listening to the spoken texts. Those problems are influenced by two factors, internal and external factors. Understanding students' problems leads to the idea of providing better strategies and materials in learning activities.

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Sommers, Mitchell S. "Listening Comprehension in Middle-Aged Adults." American Journal of Audiology 24, no. 2 (June 2015): 88–90. http://dx.doi.org/10.1044/2015_aja-14-0060.

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Purpose The purpose of this summary is to examine changes in listening comprehension across the adult lifespan and to identify factors associated with individual differences in listening comprehension. Method In this article, the author reports on both cross-sectional and longitudinal changes in listening comprehension. Conclusions Despite significant declines in both sensory and cognitive abilities, listening comprehension remains relatively unchanged in middle-aged listeners (between the ages of 40 and 60 years) compared with young listeners. These results are discussed with respect to possible compensatory factors that maintain listening comprehension despite impaired hearing and reduced cognitive capacities.

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Caspersz, Donella, and Ania Stasinska. "Can we teach effective listening? An exploratory study." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 10–23. http://dx.doi.org/10.53761/1.12.4.2.

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This paper describes an exploratory study that was conducted with Business School and School of Population Health undergraduates to assess whether we can teach effective listening. Effective listening is conscious listening when the listener hears both verbal and non verbal communication that is being transmitted by the sender. We developed an intervention using open space technology that was administered to both groups of students to explore our research focus. Drawing on our findings, we argue that effective listening can foster transformative learning. However, this requires educators to plan to manage the listening factors/filters that influence effective listening in the same way that they plan to teach content and generic skills to students. Our study provides some empirical understanding of the factors/filters that influence effective listening by students. The study also makes a theoretical and practical contribution to a gap in teaching and learning literature about listening.

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Bao, Xiaoli. "A Study on Listening Strategies Instructed by Teachers and Strategies Used by Students." International Journal of English Linguistics 7, no. 2 (February 26, 2017): 186. http://dx.doi.org/10.5539/ijel.v7n2p186.

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Listening strategy is one of the most important factors that affect the process of listening comprehension. This article makes an empirical study on the listening strategies used by 174 non-English majors and 35 college English teachers. It aims at finding out how students use and teachers teach listening strategies, making comparison and contrast between teachers and students in using listening strategies, and recommending some constructive suggestions related to listening activities.

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McGarrigle, Ronan, Sarah Knight, Benjamin W. Y. Hornsby, and Sven Mattys. "Predictors of Listening-Related Fatigue Across the Adult Life Span." Psychological Science 32, no. 12 (November 9, 2021): 1937–51. http://dx.doi.org/10.1177/09567976211016410.

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Listening-related fatigue is a potentially serious negative consequence of an aging auditory and cognitive system. However, the impact of age on listening-related fatigue and the factors underpinning any such effect remain unexplored. Using data from a large sample of adults ( N = 281), we conducted a conditional process analysis to examine potential mediators and moderators of age-related changes in listening-related fatigue. Mediation analyses revealed opposing effects of age on listening-related fatigue: Older adults with greater perceived hearing impairment tended to report increased listening-related fatigue. However, aging was otherwise associated with decreased listening-related fatigue via reductions in both mood disturbance and sensory-processing sensitivity. Results suggested that the effect of auditory attention ability on listening-related fatigue was moderated by sensory-processing sensitivity; for individuals with high sensory-processing sensitivity, better auditory attention ability was associated with increased fatigue. These findings shed light on the perceptual, cognitive, and psychological factors underlying age-related changes in listening-related fatigue.

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Alessio, Helaine, Kathleen Hutchinson Marron, Ian M. Cramer, Michael Hughes, Kendrah Betz, Sarah Stephenson, Sarah Wagner, Theresa Loughridge, Brittany Sproat, and Allison L. Bunger. "Effects of Cardiovascular Health Factors and Personal Listening Behaviors on Hearing Sensitivity in College-Aged students." Annals of Otology, Rhinology & Laryngology 129, no. 8 (March 7, 2020): 755–66. http://dx.doi.org/10.1177/0003489420909403.

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Objectives: This study examined the association between pure tone hearing sensitivity and music listening behaviors among traditional college-aged students and sought to determine factors that mediate hearing sensitivity, including health and fitness levels, gender, and personal listening device (PLD) use. Methods: A convenience sample of college students (N = 182; 133 females, 49 males, mean age = 19.8 ± 1.4 year, average PLD use = 1.52 ± 7.1 hours•day−1) completed hearing assessments, music listening behavior questionnaires, and health and fitness tests. Results: Most students listened to music at safe intensity levels (<80 dBA), though 18% had higher hearing levels (≥25 dB HL at one of the measured frequencies). Longer listening duration behavior approached but did not reach a statistical association with compromised hearing sensitivity. Of all variables measured, including cardiovascular health, fitness, and music listening, two variables: total cholesterol: triglycerides (TC:TG) and total cholesterol: high-density lipoproteins (TC:HDL) significantly associated with hearing sensitivity at 2 kHz. The odds hearing loss occurring at 4 kHz was 59% lower in females compared with males. Conclusion: The majority of college students had healthy music listening behavior and fitness, contributing to normal hearing sensitivity in most. In cases where greater hearing threshold levels at one or more frequencies was detected, TC:HDL and TC:TG were statistically related and at 2 kHz, males were more likely to demonstrate higher listening levels compared with females of similar health and fitness level.

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Arango, Julián Jaramillo, Paulo Assis Barbosa, and Esteban Astorga. "Headphone Listening Cultures." Revista Música 20, no. 1 (July 9, 2020): 473–92. http://dx.doi.org/10.11606/rm.v20i1.172212.

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This paper discusses the headphones as key factors in the establishment of a mobile listening culture by suggesting that the function of this artifact has been changing according not only with technological innovation, but also with economic contingencies borrowed from capitalist logics. By discussing concepts such as tympanic function (Jonathan Sterne) and Commodity Scientism (Thimoty Taylor) the text will examine theories on the origins of headphones, as well as analyzing early models. The Walkman, launched in the 1980, will be the subject of a detailed scrutiny, since it is responsible for linking the use of audio devices with the urban life. Afterward, the article will confront a handful of texts discussing mobile listening, fostered by the Walkman and extended by subsequent portable audio products such as the Apple’s iPod. In the contemporaneity, the headphones underwent a process of stylization and have achieved the status of a fashion accessory. On the other hand, they are being implemented in interactive audio narratives such as games and smartphone applications. Locative audio will be discussed as an experimental field envisaging future functions and features for the headphones.

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Suramto, Suramto. "Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques." ENGLISH FRANCA : Academic Journal of English Language and Education 3, no. 01 (May 31, 2019): 95. http://dx.doi.org/10.29240/ef.v3i01.819.

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Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill

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Alber, Alber, and Maria Safriyanti. "The Importance of Metacognitive Listening Strategy in English Listening Improvement: A Review." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 31, 2021): 1–5. http://dx.doi.org/10.24036/icolp.v1i1.14.

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The metacognitive listening strategy has an important role in the process of enhancing English listening comprehension. This article reviewed six empirical studies related to the impact of metacognitive listening strategy use while learners tried to improve their listening comprehension in different environments. The findings showed that learners used some metacognitive listening strategies to help them to comprehend the listening text tasks. It also indicated that various factors affect learners’ successful learning on their listening comprehension improvement. It can be concluded that the metacognitive listening strategy has had a positive impact while they are used regularly in the language learning process.

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Díaz-Galaz, Stephanie. "Listening and comprehension in interpreting." Translation and Interpreting Studies 15, no. 2 (September 15, 2020): 304–23. http://dx.doi.org/10.1075/tis.20074.dia.

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Abstract The study of skilled listening comprehension shows that listening is a complex, dynamic, and interactive process that enables listeners to understand a message and respond adequately to the requirements of communicative interaction. Individual factors, such as language proficiency, working memory capacity, and previous knowledge, interact in the listening process and performance. Moreover, skilled listeners deploy controlled strategies directed at making the best use of their abilities to achieve a specific communicative goal. However, our understanding of individual variables, such as language proficiency, topic-specific knowledge, and the strategies that interpreters use when listening for interpreting, remain mostly unexplored. This article presents listening comprehension as a goal-directed activity and articulates recent research on individual factors involved in listening comprehension with current conceptions of comprehension for interpreting. This review identifies relevant gaps in our understanding about the comprehension process in interpreting.

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Aryana, Suhud, and Yanuarti Apsari. "ANALYSING TEACHER’S DIFFICULTIES IN TEACHING LISTENING." ELTIN JOURNAL, Journal of English Language Teaching in Indonesia 6, no. 2 (October 30, 2018): 100. http://dx.doi.org/10.22460/eltin.v6i2.p100-106.

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This research is based on the importance of listening skill for students at Senior High School especially twelfth grade, because they will face the National Examination. As one of English skill, listening is the most difficult skill to be taught and this process cannot be avoided by all teachers who teach English. Moreover, some teachers still get difficulties how to teach listening to students and this research is focused on Analyzing Teacher’s Difficulties in teaching listening. In this research, the writer used case study and qualitative research method. The subject of this research was one of an English teacher at MA Islahul Aqidah Cikalongwetan West Java. The instruments of this research are observation, interview and questionnaire. In short, the results of this research showed that teacher’s difficulties divided into two factors, those are internal and external factors. Internal factors which came from the respondent himself such as; he feels the difficulties in teaching, preparing listening materials, choosing method, technique, and strategy. External factors are; sound from environment activities like woodcutter machine, module, media problem as cable injector of sound system to laptop, English laboratory, electric off, and the difference of listening materials in syllabus 2013 curriculum and National Examination materials.

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Chang, Sumi. "Approaching L2 Listening Comprehension for Advanced Learners: Using Reading as a Pre-Listening Task." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 166–86. http://dx.doi.org/10.2307/korelangamer.17.2012.0166.

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ABSTRACT Listening comprehension is an active multidimensional process of constructing meaning by applying linguistic and topic knowledge to incoming aural texts (Buck, 2001; Field, 2004; Long, 1989, Rivers 1983, Vandergrift, 1999). Listening has been regarded as the most widely used language skill in normal daily life in the case of L2 English (Morley, 2001; Rost, 2001), and yet it is also the most difficult language skill area in L2 regardless of the target language due to its evanescent nature (Buck, 2001, 1995; Field, 2004; Graham, 2006; O'Malley, Chamot, & Küpper, 1989; Vandergrift, 1999). In this study, 20 advanced L2 Korean learners used reading rendition or translation as pre-listening strategy for two semesters. Using their survey responses, I first examine the effectiveness of pre-listening rendition activity when the topic of reading rendition and the listening are held constant. And then, I examine what factors of the reading rendition contribute to listening effectiveness. I conclude that prelistening reading rendition enhances L2 listening comprehension when the topic of reading and listening text are held constant. And according to learner responses, background knowledge and vocabulary are the primary factors that make pre-listening reading rendition effective.

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Chang, Sumi. "Approaching L2 Listening Comprehension for Advanced Learners: Using Reading as a Pre-Listening Task." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 166–86. http://dx.doi.org/10.2307/42922364.

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ABSTRACT Listening comprehension is an active multidimensional process of constructing meaning by applying linguistic and topic knowledge to incoming aural texts (Buck, 2001; Field, 2004; Long, 1989, Rivers 1983, Vandergrift, 1999). Listening has been regarded as the most widely used language skill in normal daily life in the case of L2 English (Morley, 2001; Rost, 2001), and yet it is also the most difficult language skill area in L2 regardless of the target language due to its evanescent nature (Buck, 2001, 1995; Field, 2004; Graham, 2006; O'Malley, Chamot, & Küpper, 1989; Vandergrift, 1999). In this study, 20 advanced L2 Korean learners used reading rendition or translation as pre-listening strategy for two semesters. Using their survey responses, I first examine the effectiveness of pre-listening rendition activity when the topic of reading rendition and the listening are held constant. And then, I examine what factors of the reading rendition contribute to listening effectiveness. I conclude that prelistening reading rendition enhances L2 listening comprehension when the topic of reading and listening text are held constant. And according to learner responses, background knowledge and vocabulary are the primary factors that make pre-listening reading rendition effective.

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Na, Wondo, Sunghwa You, and Woojae Han. "Factors for Determining Preferred Levels of Portable Listening Device." Audiology and Speech Research 14, no. 4 (October 31, 2018): 227–35. http://dx.doi.org/10.21848/asr.2018.14.4.227.

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Rhodes, Steven C., Kittie W. Watson, and Larry L. Barker. "Listening Assessment: Trends and Influencing Factors in the 1980s." International Listening Association. Journal 4, no. 1 (January 1990): 62–82. http://dx.doi.org/10.1207/s1932586xijl0401_5.

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Johnsrude, Ingrid, and Jennifer M. Rodd. "Factors that increase processing demands when listening to speech." Journal of the Acoustical Society of America 137, no. 4 (April 2015): 2211. http://dx.doi.org/10.1121/1.4920048.

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Sung, Pei-Ju, Su-Wei Lin, and Pi-Hsia Hung. "Factors Affecting Item Difficulty in English Listening Comprehension Tests." Universal Journal of Educational Research 3, no. 7 (July 2015): 451–59. http://dx.doi.org/10.13189/ujer.2015.030704.

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Husband, Robert L., Lynn O. Cooper, and William M. Monsour. "Factors Underlying Supervisors' Perceptions of Their Own Listening Behavior." International Listening Association. Journal 2, no. 1 (January 1988): 97–112. http://dx.doi.org/10.1080/10904018.1988.10499100.

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Surr, Rauna K., Brian E. Walden, Mary T. Cord, and Laurel Olson. "Influence of Environmental Factors on Hearing Aid Microphone Preference." Journal of the American Academy of Audiology 13, no. 06 (June 2002): 308–22. http://dx.doi.org/10.1055/s-0040-1715974.

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The purpose of this study was to identify characteristics of everyday listening situations that influence user preferences for omnidirectional versus directional hearing aid microphones. Eleven experienced hearing aid users were fitted with digital hearing aids featuring switchable omnidirectional (OMNI) and adaptive-directional (DIR) modes (programs). For 6 weeks, their task was to identify and describe at least one listening situation each day in which one program performed better than the other using a checklist daily journal format. All participants reported difficulty identifying situations in which they could perceive a difference between the two microphone modes. Although an equal number had been requested, descriptions favoring the DIR outnumbered those for the OMNI. Chi-square tests were used to compare the distributions of 60 descriptions favoring the OMNI and 155 favoring the DIR across variables associated with the primary talker to whom the hearing aid user was listening, background noise, and other environmental characteristics. The results indicated that location of the primary talker, presence or absence and type of background noise, and type of space in which the communication occurred influenced microphone choice.

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Fitria, Tira Nur. "An Analysis of the Students’ Difficulties in TOEFL Prediction Test of Listening Section." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (May 28, 2021): 95. http://dx.doi.org/10.29240/ef.v5i1.2212.

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This study is to know the students’ difficulty in doing the TOEFL prediction test, especially the listening section in ITB AAS Indonesia. This study uses descriptive qualitative research by using a questionnaire. The result shows that the students’ difficulty in doing TOEFL listening both external and internal factors. In external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers’ speed (75.9 %), 3) the speakers’ intonation/emphasis (73 %), 4) the speakers’ pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). In internal factors, include: 1) 64.3 % of students do not have previous experience doing TOEFL test, 2) 58.5 % of students have lack of practice in TOEFL listening, 3) 78.8 % of students have limited time in doing TOEFL listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to TOEFL, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things. Keywords: Listening, TOEFL, TOEFL Prediction Test

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Lynch, Tony. "Theoretical Perspectives on Listening." Annual Review of Applied Linguistics 18 (March 1998): 3–19. http://dx.doi.org/10.1017/s0267190500003457.

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Research into listening over the past three decades has, above all, highlighted the fundamental intricacy of the processes involved. In order to make sense of spoken messages, listeners may need to integrate information from a range of sources: phonetic, phonological, prosodic, lexical, syntactic, semantic, and pragmatic. The fact that we achieve all this in real time as the message unfolds makes listening “complex, dynamic, and fragile” (Celce-Murcia 1995:366). In this review I consider research into four aspects of these complexities: processes (e.g., speech recognition, discourse comprehension, and memory); the role of context; factors influencing listening; and the relationship of listening with other language skills. Finally I suggest likely directions for future research into listening.

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Burns, Jeanne M., and Donald J. Richgels. "A Critical Evaluation of Listening Tests." Academic Therapy 24, no. 2 (November 1988): 153–62. http://dx.doi.org/10.1177/105345128802400206.

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Mukhdar, Mukhdar, and Melda Yeni. "FACTORS INFLUENCING STUDENTS’ LISTENING COMPREHENSION AT THE FOURTH SEMESTER ENGLISH STUDY PROGRAM OF UNISI TEMBILAHAN." ENGLISH JOURNAL OF INDRAGIRI 3, no. 1 (February 17, 2019): 39–47. http://dx.doi.org/10.32520/eji.v3i1.467.

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This research was done because the researchers found that most of the students' listening comprehension of the fourth semester was low. Therefore, the researchers decided to conduct research about factors that causing it. So that the researchers want to find out students' listening comprehension factors at English study program of UNISI. This aim was achieved through a descriptive qualitative design. The sample of this research was the students of the fourth semester of English Study Program of UNISI. They consist of 13 students. They were chosen by using total sampling technique. By conducting this research, the researcher found that there are three factors influencing students’ listening comprehension at the fourth semester of English Study Program of UNISI, they are reduced form, colloquial language and rate of the delivery. It can be interpreted that their low result in listening to English monologue text was because of those factors.

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Journal articles on the topic 'Factors that hamper listening'

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