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Dissertations / Theses on the topic 'Listening comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Larsson, Sofi, and Ove Lundberg. "Listening comprehension : Digital technology and its effect on the L2 learner’s listening comprehension." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160967.

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The rapid development of new technologies and how these are affecting school age children is in this day and age an area of growing importance. In the context of second language (L2) acquisition, it has been noted that spare time activities of a digital nature impact those pupils who spend more time on activities such as online gaming in the target language than average (Sundqvist 2019, 95-103). The aim of the current study was to investigate the possible effect three different digital spare time activities (computer and video games, movies and music) have on listening comprehension. This when

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2

Nguyen, Thi Van, and n/a. "Listening comprehension : a Vietnamese perspective." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.170135.

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A newly emerging, developing country has many high priority areas. Many of these high priority areas are related to the educational system. Education is viewed by many political leaders (and also by citizens rich and poor) as a 'Golden Key' which will unlock doors labelled with words such as 'Development', 'Progress', 'Success', and 'the English Language'. The English Language, a modern technical, trade and diplomatic language, is one of the avenues of communication which may enhance development within Vietnam. At the present moment, foreign language teaching and especially Teaching English as

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3

Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>This thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peña

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4

Tong, Kin-kwok. "Information processing load in listening test." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554438.

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5

Roberts, Sian. "Reading comprehension and listening comprehension in children : an individual differences investigation." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.

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Little research has explored listening comprehension in children whereas reading comprehension has been extensively investigated. One of the reasons for this is that listening comprehension and reading comprehension are highly correlated and it is generally assumed that they draw on the same cognitive-linguistic processes. This assumption has been formalised in the “Simple View of Reading” (Gough & Tunmer, 1986) which states that, once printed text has been decoded, it is understood in exactly the same way as its spoken equivalent. The main aim of the work presented in this thesis was to inves

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6

Hu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.

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This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to look at how L2 learners construct meaning in spoken sentence comprehension. The three types of contexts differ in their context predictability. The last word in a congruent context is highly predictable (e.g., Children are more affected by the disease than adults), the last word in a neutral context is likely but not highly predictable (e.g., Children are more affected by the disease than nurse

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7

Buck, Gary. "The testing of second language listening comprehension." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279645.

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8

Kaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.

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9

Tong, Kin-kwok, and 湯建國. "Information processing load in listening test." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956774.

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10

Carney, Nathaniel. "Diagnosing L2 English Learners’ Listening comprehension abilities with Scripted and Unscripted Listening Texts." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/529140.

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Teaching & Learning<br>Ph.D.<br>L2 listening research has moved toward a focus on understanding the process of listening. However, there are still few detailed studies of L2 listening that reveal learners’ comprehension processes when listening to scripted and unscripted listening texts. Studies in which such processing has been discussed have lacked detailed diagnoses of how bottom-up and top-down processing interactively affect listeners’ comprehension. This study was designed to show how listeners’ process and comprehend texts, with a focus on how their bottom-up and top-down processing eit

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11

Olhans, Ida. "Movies to enhance listening comprehension in theEFL classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27440.

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Movies are an occurring feature in EFL classrooms in Sweden, as well as exercises seeking to practice listening comprehension, although, there are few studies which combine the two together. The aim for this literature review was to analyse the use of film for listening comprehension development in EFL classrooms. The results show that movies can help students reach higher levels of listening because students felt more motivated and they became more active. The results also show further that teachers can help students reach higher levels of listening comprehension by using various features suc

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12

Chen, Mingjun, and 陈明君. "Strategy to solve cognitive overload in listening comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365622.

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本研究通過對深圳大學初級漢語水平留學生的晤談以及測試，發現初級水平階段的漢語學生在聆聽過程中常出現以下困難： 1. 未能準確辨識出語音。 2. 雖然能夠識別單個辭彙或者短語，但是無法獲取整個句子的含義。 3. 未能及時進入聆聽狀態，以至於錯過了錄音的開始部分。 4. 遇到障礙往往會卡在困難之處，導致錯過了後續的錄音內容。 5. 無法概括出語段大意。由於語言知識的不足，留學生在聆聽過程中往往受挫。從認知負荷理論的角度看，無論是語音、辭彙、語法結構，乃至於句子的深層含義和文本大意，不同的層面都對工作記憶施加了負荷。降低認知負荷的有效方法便是激活學生的圖式，對所聽材料進行預測、補充以及選擇性加工，使工作記憶留存更多資源處理不熟悉的任務。適當的聆聽策略可以幫助學生激活長時記憶中的圖式，跳躍障礙，提升理解。基於此，本研究以深圳大學初級漢語班的外國學生為研究對象，以其中一班（共13 名學生）為實驗組，另一個班（共11 名學生）為控制組，進行准實驗研究。考慮到學生已初步具備預估、猜想的意識，且大部分聆聽困難可透過此方法得以解決，所以在實驗過程中，實驗組學生將接受“猜一猜”的聽力策略教學法。此聽力策略的實施階段包括聆聽以前和聆聽過程。控制組學生接受教師原有的教學方法，即聆聽前教師講解生詞，學生流覽問題，而後聽錄音做練習。准實驗研究結果顯示，實驗組學生“詞義推斷”一項成效明顯

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13

Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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14

Cao, Xun. "Understanding and Supporting Listening Comprehension of Non-native Speakers." 京都大学 (Kyoto University), 2017. http://hdl.handle.net/2433/225732.

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15

Arriaza, C. Rubén. "Metacognitive listening comprehension strategies in ESL: an experimental study." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/108619.

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The research reported here is an experimental study designed to investigate listening comprehension strategy instruction. This study involves a comparison of the progress of an experimental and a control group of students of English as a foreign language at university level. The main purposes of the study are: a) to experiment with activities that can be used to train students to perform listening tasks and b) to determine the effectiveness of such training in both improving listening comprehension and in raising students’ awareness of the process of listening. Strategy training can be defined

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16

Miura, Takayuki. "Executive control in speech comprehension : bilingual dichotic listening studies." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9740.

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In this dissertation, the traditional dichotic listening paradigm was integrated with the notion of working memory capacity (WMC) to explore the cognitive mechanism of bilingual speech comprehension at the passage level. A bilingual dichotic listening (BDL) task was developed and administered to investigate characteristics of bilingual listening comprehension, which include semantic relatedness, unattended language, ear preference, auditory attentional control, executive control, voluntary note-taking, and language switching. The central concept of the BDL paradigm is that the auditory stimuli

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17

Romanini, Adriana C. "The Influence of production accuracy on suprasegmental listening comprehension /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2677.pdf.

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18

Emery, Rebecca Brinck. "Spaced Versus Massed Practice in L2 German Listening Comprehension." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6295.

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Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed list

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Romanini, Adriana. "The Influence of Production Accuracy on Suprasegmental Listening Comprehension." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1586.

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One of the major questions in second language (L2) phonological learning is whether perception precedes (and therefore guides) production. This question is important for knowing what types of training most benefit L2 learners. While most theories assume that perception always precedes production (e.g., Best, 1995; Flege, 1995), several recent studies have found that production may precede perception (e.g., Baker & Trofimovich, 2006; Beach, Brunham, & Kitamura, 2001; Goto, 1971; Sheldon & Strange, 1982; Underbakke, 1993), demonstrating that this complex relationship may differ depending on how

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20

Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.

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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were pres

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21

Wakefield, P. Jane. "Young children’s speech act comprehension : the role of linguistic and contextual information." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25531.

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This study addresses the question of the necessity of propositional content in children's comprehension of speech acts. In investigating this aspect of communicative competence in children the study considered the relative importance of age (3, 4), context (Requests, Questions, and Offers), and quantity of propositional content. Two factorial experiments were conducted in which 54 three and four-year-old children were administered a discrimination task, where, through puppet play, contexts were constructed for utterances in order to simulate particular speech acts. Judgments of the illocutiona

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Simasangyaporn, Nantikarn. "The effect of listening strategy instruction on Thai learners' self-efficacy, English listening comprehension and reported use of listening strategies." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/68649/.

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This study aimed to explore the nature of self-efficacy among 161 Thai undergraduate EFL students through the investigation of the level of their self-efficacy and the relationship between their self-efficacy and their proficiency in listening comprehension. Learners’ attributions for success and failure, which might also influence their self-efficacy beliefs, were also explored. The second aim of the study was to examine whether a programme of listening strategy instruction could improve their level of self-efficacy, the level of their listening comprehension, and their reported use of listen

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23

Dimassi, A. "EFL listening comprehension, cognitive and metacognitive strategies and working memory." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/29792/.

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The purpose of this study is to compare the pedagogic efficiency of two methods for teaching listening comprehension: the cognitive strategy-based instruction method (CSBM) and the metacognitive strategy-based instruction method (MetSBM). Both instruction methods are inspired by cognitive linguistics. While CSBM is a traditional and well-established method for teaching listening comprehension in an EFL context, MetSBM is a relatively recent method. Additionally, this study aims to evaluate the way in which three co-variables – vocabulary knowledge, word recognition, and working memory – contri

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Liu, Sarah Hsueh-Jui. "Listening comprehension strategy use by Taiwanese University students of English." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515050.

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Schenker, Victoria Jewell. "Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.

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26

Mubenga, K.-S. "Teaching listening comprehension to Zairean students : The effects of training on the performance of EFL listening tasks." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235191.

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LIN, YU-CHENG, and 林于程. "Anxiety and Listening Comprehension Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/45874020779873507926.

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碩士<br>國立屏東大學<br>英語學系碩士班<br>105<br>The present study investigated the effect of listening anxiety on EFL college students’ listening comprehension and their strategy use. Eighty-four college students participated in this study. According to their response to a foreign language listening anxiety scale, a foreign listening strategy scale, and listen test, there were divided into high- and low-anxiety groups for further study. First, listening anxiety was negatively correlated with listening comprehension performance. This indicates that increases in learners’ anxiety were associated reductions in

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Yu, Tsu-Hua, and 游祖華. "A Study on the Relations among Listening Comprehension Strategy Use, Personality Traits, and Listening Comprehension." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/08021044740224997126.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>103<br>This study aims to investigate the relations among listening comprehension strategy use, personality traits, and listening comprehension for elementary school students learning English as a foreign language (EFL). 257 sixth graders were selected and surveyed using two self-report scales, namely: Vandergrift’s Listening Comprehension Strategy Questionnaire (LCSQ) and Chinese version of Personality Traits Questionnaire (Huang, 2006) originally developed by Goldberg (1971). The LCSQ was carried out to gather data related to participants' use of cognitive st

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Reid, Ronald Gregory Genz Marcella. "The effect of digitally shortening and lengthening pauses on listening comprehension." 2003. http://etd.lib.fsu.edu/theses/available/etd-09042003-171244/.

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Thesis (Ph. D.)--Florida State University, 2003.<br>Advisor: Dr. Marcella D. Genz, Florida State University, School of Information Studies. Title and description from dissertation home page (viewed Oct. 7, 2003). Includes bibliographical references.

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Chen, Szu-Han, and 陳思含. "Listening Comprehension Strategies and Language Proficiency." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/pzhq87.

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碩士<br>銘傳大學<br>應用英語學系碩士班<br>96<br>Researchers (Flowerdew and Miller, 2005) of second language acquisition (SLA) have often suggested that listening has been treated as the “Cinderella” of the four macro-skills: speaking, listening, reading, and writing. However, as an essential part of communicative competence, listening is a skill that deserves equal treatment with the others, both in the classroom and in the preparation of the language teacher. Second language (L2) listening, relatively ignored for many years within applied linguistics, has today come into its own. Consequently, how to make s

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Chen, Liu-Ming, and 陳律明. "The effectiveness of video-watching on listening comprehension: A study of students’ perceptions and their listening comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/s695ej.

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碩士<br>淡江大學<br>英文學系碩士班<br>104<br>Listening comprehension has long been marginalized in Taiwanese English education (Chen & Tsai, 2012; Chou, 2013, 2015). Such learning environment is undergoing a change due to the inclusion of Test of English Listening Comprehension (TELC) for college admission (Chou, 2015; Liao & Yeldham, 2015). In addition to the transformation, technical advances also bring vitality into methods of teaching listening, which is evidenced by the frequent use of videos through online resources. However, some pedagogical concerns occur: how to maintain students’ interest during

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Chen, I. Chun, and 陳怡君. "The Effects of Video-Annotated Listening Review Mechanism on Listening Comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/46035642461340052140.

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Hsu, Hua-chen, and 許華蓁. "The Effects of “Listening Before Reading” Strategy on the Listening Comprehension." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/69280456831407325040.

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碩士<br>國立高雄師範大學<br>英語學系<br>96<br>ABSTRACT The purpose of the study is to explore the effects of two different teaching strategies, “listening and reading” and “listening before reading”, on the listening comprehension of elementary students with different achievement levels. Also probed were students’ responses to two questionnaires on their English learning experience, listening comprehension difficulties, and their attitudes and self-evaluation toward the experiment. Sixty-four six-graders from two classes of Chung-Cheng Elementary School in Kaohsiung County participated in this study and we

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Ho, Yi-Fang, and 何宜芳. "Using Hierarchy of Listening Comprehension to Evaluate University Students’ Listening Ability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9cwcy5.

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碩士<br>淡江大學<br>英文學系碩士班<br>106<br>The purpose of the study is to investigate university students’ ability on hierarchy of English listening comprehension. In the present study, the researcher applies three audio tasks and four hierarchies that are adapted from Hackett’s study (1970) to test business and engineering majors’ listening comprehension. Four hierarchy questions from Hackett (1970) are adapted to be: give the audio a name of topic, describing the sequence of ideas provided in the audio in detail, summarizing what you (listener) hear from the audio, and describing what the audio’s purpo

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Lin, Ying-Ling, and 林英霖. "An Analysis of Error Types:English Listening Comprehension." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67652774226402010711.

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碩士<br>明道管理學院<br>教學藝術研究所<br>93<br>The purpose of this study was to investigate students’ English listening performance and the types of errors mostly made by them. The subjects of this study were 88 sophomores of the Department of Applied Japanese in MingDao University. Students’ performances in both “English Listening Test” and “Reading Comprehension Test” were carefully analyzed and induced to generalize some typical error types of English listening. Findings are as below: 1. Students’ listening comprehension was worse than reading comprehension. 2. Female students’ listening performances we

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Lee, Jin-An Leo, and 李金安. "Exploring Metacognitive Strategy Use in Listening Comprehension." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/28400807969307008311.

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碩士<br>國立臺灣師範大學<br>英語學系<br>95<br>ABSTRACT The present study aims to investigate the metacognitive listening strategies used by successful EFL learners in Taiwan, together with the variable of topic familiarity. The participants were 12 students at National Taiwan Normal University. According to their number of years of English learning, they were divided into 3 groups. Two experimental instruments were used in the study. Immediate retrospective verbal reports were administered first to the participants to explore their metacognitive listening strategy use. Semi-structured interviews were cond

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Kao, Tien-chun, and 高典君. "Can Semantic Maps Help EFL Listening Comprehension?" Thesis, 1999. http://ndltd.ncl.edu.tw/handle/38593087726289000361.

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碩士<br>國立清華大學<br>外國語文學系<br>87<br>This study investigated the influence of semantic maps on EFL students'' listening comprehension. The purpose of the study was to discover whether semantic maps could be used as a listening aid in helping university students in Taiwan to better comprehend academic spoken texts. The subjects in the one-month experiment were 111 freshman students selected from three different departments. The experiment, based on the Latin Square Design, had four listening texts as materials and also four treatment groups. To examine the most effective time to provid

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Chen, Li-Chun, and 陳麗春. "Teaching Listening Comprehension──From Theory To Practice." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/71918066459328789053.

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Tsao, Shih-Chieh, and 曹詩婕. "A Comparative Study of Different College Students’ English Listening Comprehension and Listening Problems." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15906866084268274417.

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碩士<br>國立彰化師範大學<br>英語學系<br>101<br>In order to improve the college students' English proficiency and enhance the competition, most colleges in Taiwan set up English graduation threshold. The present study aimed to investigate the English listening comprehension and listening problems of freshmen among different colleges. The subjects included 429 freshmen from six colleges, including Education, Arts, Management, Engineering, Science, and Technology &; Vocational Education. Then, 18 students were interviewed individually to triangulate the quantitative data. Instruments adopted in the study i

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Yang, Chih Yuan, and 楊智媛. "The Effectiveness of pre-listening activities on listening comprehension in elementary english teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84927961119969528535.

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碩士<br>國立政治大學<br>英語教學碩士在職專班<br>97<br>The purposes of this study were to identify effective teaching activities that improve elementary EFL students’ listening comprehension and to investigate when learners rely on top-down processing, bottom-up processing, and interactive processing. Participants in this study were 76 fifth graders from two classes in an elementary private school in Taipei County, including 52 males and 24 females. One of the two classes was treated with bottom-up pre-listening activities, while the other class was treated with interactive pre-listening activities. A pre-te

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Chiu, Hui-Wen, and 邱惠雯. "The Effects of CALL and Listening Strategies on Listening Comprehension among EFL Learners." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41157721661680314347.

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碩士<br>大葉大學<br>應用外語研究所<br>95<br>The main purpose of the present study is to investigate the effects of CALL and listening strategies on junior high school students’ listening comprehension in Taiwan. The participants sampled for this study were 48 students of a junior high school in central Taiwan. Participants were assigned to one control group and two experimental groups, with 16 students in each group. Before the experiment, a pretest was conducted. Then the control group received the listening training in the classroom, the traditional setting. One of the experimental groups received t

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Lin, Chia-hui, and 林佳慧. "The Effects of Metacognitive Listening Instruction on EFL Listening Comprehension of Sixth Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/66548551025610866867.

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碩士<br>國立臺灣科技大學<br>應用外語系<br>100<br>This study aims to probe the effects of a process-based metacognitive listening instruction to sixth graders. Participants (N = 140) came from four intact classes of EFL course in an elementary school in New Taipei City. The experimental group (n = 70) received a three-month instruction that led learners through the metacognitive processes underlying listening. The control group (n = 70), taught by the same teacher, listened to the same material but without any guided attention to the process. Development of metacognition about EFL listening was measured by th

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Lin, Chen-Hua, and 林辰樺. "The Influences of Autonomous Listening on Listening Comprehension and Perceptions of Listening for EFL Middle School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78057327984470080753.

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碩士<br>國立臺灣師範大學<br>英語學系<br>104<br>ABSTRACT The present study aims to investigate the impacts of autonomous listening on listening comprehension and listening perceptions by comparing formal listening instruction and autonomous listening instruction. The participants were 100 second-graders in a junior high school. The control group received regular listening course, the first experimental group autonomous listening (AL) course, and the second experimental group guided autonomous listening (GAL) course. During the ten-week intervention, the participants were required to keep a listening log,

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Hung, Chi-Chi, and 洪季琦. "Using YouTube to Develop EFL Learners' Listening Comprehension." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56165483571653575442.

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碩士<br>國立東華大學<br>英美語文學系<br>103<br>While using video clips as the authentic video materials in the language instruction has been widely investigated, the YouTube website which is relatively unexplored includes many themes of video clips utilizing in the language instruction. This study focused on the effects of YouTube program on EFL (English as a foreign language) learners’ listening comprehension and their perception towards YouTube program. Both qualitative (case study) and quantitative research (time-series design) were conducted to exp

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黃齡儀. "Effects of English Picture Storybooks on Fourth Graders' Listening Comprehension and Reading Comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18714486273587653562.

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碩士<br>國立雲林科技大學<br>應用外語系<br>104<br>This study aimed to explore the effects of EPS on fourth graders’ listening comprehension and reading comprehension, as well as students’ perceptions of English picture storybook instruction. The participants in this study involved 48 fourth graders at an elementary school in Taichung, Taiwan. The participants in two classes were divided into two groups- an experimental group and a control group. The experimental group received 12-week of English picture storybook instruction while the control group received traditional instruction. In this study, the particip

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Chang, Ching-yi, and 張靜宜. ")The Effect of Extensive Reading on Reading Comprehension, Listening Comprehension, and Vocabulary Size." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35945879605969477349.

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碩士<br>國立臺灣師範大學<br>英語學系在職進修碩士班<br>98<br>This study aimed to investigate how extensive reading affected vocational high school students’ reading comprehension, listening comprehension, vocabulary size, and attitudes. Two intact classes at a vocational high school in northern Taiwan were assigned as the experimental group and the control group. A twelve-week extensive reading program was incorporated as part of an elective course for the experimental group. With one class period every week spent on the program for one book, the experimental group students read graded readers or children’s literat

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Hung, Ching-Ling, and 洪慶伶. "Effects of Metacognitive Strategy Instruction and Listening Only on Listening Comprehension and Vocabulary Acquisition." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/mz7cev.

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碩士<br>國立交通大學<br>英語教學研究所<br>102<br>Listening comprehension plays a crucial role in language learning. In recent years, the issues about explicit listening strategies training and implicit learning have been emphasized by second language acquisition researchers or language instructors. However, little research has compared the effects of different listening instructions on listening comprehension and particularly on second language learners' vocabulary acquisition. The present study investigated the effects of an explicit instruction (metacognitive listening instruction; META) and an implicit in

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Huang, Hsiang-Ching, and 黃湘晴. "A Study of EFL Students’ Strategies on English Listening Comprehension and Their Listening Difficulties." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/41910487693170474142.

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碩士<br>義守大學<br>應用英語學系<br>103<br>The aims of this study are to explore EFL students’ strategies use and their listening difficulties in English listening comprehension process. There were 210 participants in total (208 students and two English instructors) attending this research, who came from the Department of Applied English, I-Shou University. Two instruments were applied to embark the study: One was the questionnaire for probing students’ employment of listening strategies and their listening difficulties, and the other was the interview questions for investigating both students’ and teache

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Yu, Po-Kai, and 余博凱. "The Effects of Different Topics on Listening Anxiety and Listening Comprehension for University Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82839362675364572282.

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碩士<br>國立高雄第一科技大學<br>應用英語研究所<br>100<br>Abstract The purpose of this study is threefold. First, it investigated how different topics could affect FL listening anxiety among a group of university students in Taiwan. Second, it explored how different topics could affect the scores of the listening comprehension test. Third, it examined the correlation between FL listening anxiety and listening comprehension. There were eighty students participating in the study. The participants were selected based on their major and levels of English proficiency. They were divided into two groups: language and bu

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Chen, Yi-Chun, and 陳怡君. "The Effect of Listening Strategy Instruction on Elementary School EFL Student’s English Listening Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/87217111687382141745.

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碩士<br>國立彰化師範大學<br>兒童英語研究所<br>100<br>This study investigates the effect of listening strategy instruction on elementary school EFL student’s English listening comprehension. Moreover, the attitudes of Taiwanese elementary school EFL students toward the explicit listening strategy instruction are explored. The present study is conducted on two fifth grade classes in a public elementary school in central Taiwan. Sixty-three students participated in this study. The students in the experimental group received listening strategy instruction supported with learning journals, whereas the students in t

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