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Journal articles on the topic 'Listening comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Shamsitdinova, Manzura, and Judy Smetana. "TEACHING LISTENING COMPREHENSION AND FACILITATING LISTENING PROCESS IN THE CLASSROOM." American Journal of Social Science and Education Innovations 05, no. 05 (May 1, 2023): 57–60. http://dx.doi.org/10.37547/tajssei/volume05issue05-11.

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This article focuses on the two key areas of developing the students' listening skills and proposes some accepted beliefs to challenge regarding the way we prepare students to listen and the types of tasks given to encourage teachers, to adopt an approach to deal with listening authentic texts.

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2

Wang, Ziwei. "Teaching Listening Comprehension." Learning & Education 9, no. 3 (December 29, 2020): 62. http://dx.doi.org/10.18282/l-e.v9i3.1576.

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Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning to advanced.

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3

Byrnes, Heidi, and Penny Ur. "Teaching Listening Comprehension." Modern Language Journal 69, no. 2 (1985): 162. http://dx.doi.org/10.2307/326508.

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4

Moore, Jean M., and William Flint Smith. "Listening with Comprehension." IALLT Journal of Language Learning Technologies 12, no. 1 (January 25, 2019): 18–28. http://dx.doi.org/10.17161/iallt.v12i1.9000.

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5

Keefe, Leann, and Devin Asay. "Russian Listening Comprehension." Slavic and East European Journal 41, no. 3 (1997): 532. http://dx.doi.org/10.2307/310218.

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6

Kök, İzzettin. "Relationship between Listening Comprehension Strategy Use and Listening Comprehension Proficiency." International Journal of Listening 32, no. 3 (March 7, 2017): 163–79. http://dx.doi.org/10.1080/10904018.2016.1276457.

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7

Ruhe, Valerie. "Graphics and Listening Comprehension." TESL Canada Journal 14, no. 1 (October 26, 1996): 45. http://dx.doi.org/10.18806/tesl.v14i1.677.

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How effective are graphics as lecture comprehension supports for low-proficiency ESL listeners? In an experiment conducted with 103 college-level Asian students, a group that heard an audiotape while looking at a page with an organizational graphic performed better on a comprehension test than a control group (no words or graphics provided), whereas the participants in two vocabulary conditions (one with vocabulary from the lecture listed in alphabetical order and the other with vocabulary listed in the order in which the words occurred in the text of the mini-lectures) performed no better than the control group. The findings indicate that the graphics enhanced listening comprehension. Suggestions for using graphics to teach academic listening skills are provided.

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Twist, Juliet, and Hilary Ferral. "Revised PAT: Listening Comprehension." Set: Research Information for Teachers, no. 3 (November 1, 2010): 53–54. http://dx.doi.org/10.18296/set.0428.

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9

Dirven, René, and John Oakeshott-Taylor. "Listening comprehension (Part II)." Language Teaching 18, no. 1 (January 1985): 2–20. http://dx.doi.org/10.1017/s0261444800011241.

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10

XAVIER, AQUINO VELASCO, and MA JHONA B. ACUÑA. "LISTENING STRATEGIES AND LISTENING COMPREHENSION OF L2 LEARNERS." i-manager’s Journal on English Language Teaching 11, no. 3 (2021): 1. http://dx.doi.org/10.26634/jelt.11.3.17951.

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11

HaiyoungLee and 박지연. "The Correlation among Korean Listening Comprehension Ability, Listening Self-efficacy, Listening Strategy, Listening Comprehension Anxiety, and Listening Exposure Time for Thai Korean Learners." Journal of Korean Language Education 28, no. 3 (September 2017): 85–104. http://dx.doi.org/10.18209/iakle.2017.28.3.85.

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12

Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "The Significance of Listening Comprehension in English Language Teaching." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1670. http://dx.doi.org/10.17507/tpls.0608.22.

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Listening is a significant language skill to develop in second language learning. Despite its importance, language learners consider listening as the most difficult language skill to learn. Since the role of listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues concerning listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening comprehension, a brief discussion of reasons for listening, followed by reviewing listening comprehension process, the importance of listening, teachers’ roles in listening comprehension, and discuss strategies, techniques, and goals of listening. The review of literature indicated that learners can improve their listening comprehension through the help of teachers, using suitable materials and activities, and practicing a lot.

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Hasan, Md Kamrul, and Singhanat Nomnian. "Listening Comprehension: The Role of Morphological Knowledge." Mextesol Journal 45, no. 4 (November 1, 2021): 1–12. http://dx.doi.org/10.61871/mj.v45n4-6.

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Morphological knowledge has been identified as a significant sub-skill in bilingual listening comprehension, and lexical researchers consider listening comprehension as an essential means for language learning. The current research attempted to examine the crucial four derivative word classes (adverb, adjective, verb, and noun) to represent knowledge of morphology. The objective was to find out if morphological knowledge can predict students’ listening comprehension and investigate the correlation between the four derivative word classes and listening comprehension. The participants of the present study comprised 171 English as a foreign language (EFL) undergraduate university students. This study was quantitative in nature and a multiple regression analysis was administered. Two tests of English language proficiency were conducted: listening comprehension and morphological knowledge. The findings of the research showed that there were positive and significant correlations between all four major derivative word classes and listening comprehension. In addition, verb derivative form not only had the most significant, positive correlation with the dependent variable, (i.e., listening comprehension), but it was also the most statistically significant contributing predictor of listening comprehension.

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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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15

Shamsitdinova, M. G. "LISTENING COLLABORATIVELY IS AN ART TO ENHANCE THE ROLE OF PERCEPTION IN LISTENING COMPREHENSION." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 115–19. http://dx.doi.org/10.55640/eijmrms-02-06-22.

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This article discusses listening collaboratively, increasing the role of perception in listening comprehension. Over the years, part of the field of language learning has been collaborative learning. In order to follow the principle of learning in small groups or in pairs in foreign language teaching, we have achieved a number of successes by learners today.

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16

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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17

Khulel, Buyun. "Metacognitive Strategies Instruction and Its Relationship with Listening Anxiety and Listening Comprehension." Edulitics (Education, Literature, and Linguistics) Journal 6, no. 1 (June 30, 2021): 40–46. http://dx.doi.org/10.52166/edulitics.v6i1.1914.

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ABSTRACT: This present paper aims at investigating the relationship between metacognitive strategies and its relationship with listening anxiety and listening comprehension. This paper summarizes the results of previous studies (Golehi, 2012) revealing that listening anxiety had negative correlation with listening comprehension and listening strategy use. The previous study (Golehi, 2012) shows that listening strategy used by learners plays an important part in reducing learners’ listening anxiety and improving learners’ listening comprehension. This paper will concern more on outlining metacognitive strategies and its relationship with listening anxiety and listening comprehension. The findings of this paper gained from some previous researches concerning in metacognitive strategies and its implication, particularly in listening comprehension.

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18

Aziz, Othman H. "Enhancing Listening Comprehension through Testing." Journal of University of Human Development 1, no. 4 (September 30, 2015): 379. http://dx.doi.org/10.21928/juhd.v1n4y2015.pp379-391.

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Listening comprehension is one of the important skills in foreign language learning, however, there has been relatively little research in this field. For that matter, testing listening skill has not had a long history either. Currently the situation is different and the listening test has been given sufficient weight in language testing and assessment. Almost all standardized and proficiency English language tests throughout the world include listening component (e.g. TEFOL, ILETS, various Cambridge Exams). Certain universities have even included a listening component in their entrance examination (e.g. in Japan); while other educational institutions have made an English proficiency certificate (which has a listening component) a graduation requirement (e.g. HCT in UAE). This study aims at investigating the effect of 'pre-test preparation' on test achievement. The subjects were a group of 3rd year university students on a B.A. degree programme in English, in Kurdistan region, Iraq. The project extended over a period of three months; during which the students were being prepared to sit for two proficiency (standardized) listening tests, namely Cambridge Preliminary (known as PET). Results of the first test, as expected, were rather unsatisfactory. The students were made aware of their mistakes through analysis of their test results. After a period of two months the students were put through another listening test of the same level of proficiency to find out if their familiarity with the test processes and procedures would affect their test achievement. The results showed remarkable improvement. It is hoped that this study and the suggestions that are made, would be of benefit for teachers and test-takers alike, in tackling some issues related to listening comprehension.

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19

Awae, Sufian, Nur Salina Binti Ismail, and Mohammad Halabieh. "Listening Comprehension Orientations and Strategies in Learning English Language: A Review Paper." Islam Universalia: International Journal of Islamic Studies and Social Sciences 2, no. 1 (May 29, 2020): 134–52. http://dx.doi.org/10.56613/islam-universalia.v2i1.154.

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This paper reviews the listening comprehension orientations and strategies in learning English language among L2 learners. Listening skill is one of the most critical key in learning English language. Listening comprehension is a process of understanding the language input in which helps the EFL learners to receive and interact with language input and enables the emergence of other language skills. Heavy research was carried out concerning listening comprehension problems and strategies. Thus, this paper reviews approximately 50 papers with a time span from 2010 to 2019. By searching on Google Scholar and Research Gate for the terms: listening comprehension, listening comprehension orientations, listening comprehension difficulties, and listening comprehension strategies. In general, most studies found that whenever EFL learners face a difficulty in listening, they try to find out the most effective listening strategies to solve their listening difficulties. By doing this, they could improve their listening comprehension. Further research is recommended in order to review papers that dealt with the strategies of other skills i.e. reading strategies and speaking strategies since they are under researched. DOI:https://doi.org/10.5281/zenodo.4033803

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20

Sajjadi, Samad, Majid Ahmadi, Hooshang Yazdani, and Ataollah Maleki. "Facilitating Textually Assisted Listening Comprehension." Journal of Applied Sciences 12, no. 17 (August 15, 2012): 1825–31. http://dx.doi.org/10.3923/jas.2012.1825.1831.

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21

Nazarova, Ziyoda Kattaevna. "TEACHING METHODS OF LISTENING COMPREHENSION." Theoretical & Applied Science 85, no. 05 (May 30, 2020): 935–37. http://dx.doi.org/10.15863/tas.2020.05.85.177.

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22

Widhiasih, Luh Ketut Sri. "DICTOGLOSS IN IMPROVING LISTENING COMPREHENSION." Yavana Bhasha : Journal of English Language Education 2, no. 1 (August 21, 2019): 58. http://dx.doi.org/10.25078/yb.v2i1.1003.

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23

Long, Donna Reseigh. "Listening Comprehension: Need and Neglect." Hispania 70, no. 4 (December 1987): 921. http://dx.doi.org/10.2307/342570.

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24

BROWN, G. "Investigating Listening Comprehension in Context." Applied Linguistics 7, no. 3 (March 1, 1986): 284–302. http://dx.doi.org/10.1093/applin/7.3.284.

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25

de Jong, John. "Rating scales and listening comprehension." Language Testing Colloquium 11, no. 2 (January 1, 1988): 73–87. http://dx.doi.org/10.1075/aral.11.2.07dej.

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26

Graham, Suzanne. "Listening comprehension: The learners’ perspective." System 34, no. 2 (June 2006): 165–82. http://dx.doi.org/10.1016/j.system.2005.11.001.

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27

Kashani, Ahmad Sabouri, Samad Sajjadi, Mohammad Reza Sohrabi, and Shima Younespour. "Optimizing visually-assisted listening comprehension." Language Learning Journal 39, no. 1 (April 2011): 75–84. http://dx.doi.org/10.1080/09571730903545236.

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28

Safranj, Jelisaveta. "Advancing Listening Comprehension Through Movies." Procedia - Social and Behavioral Sciences 191 (June 2015): 169–73. http://dx.doi.org/10.1016/j.sbspro.2015.04.513.

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29

Eastman, J. K. "Remedial training in listening comprehension." System 15, no. 2 (January 1987): 197–201. http://dx.doi.org/10.1016/0346-251x(87)90067-4.

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30

Grezel, J. E. D., and A. G. Sciarone. "Computer testing of listening comprehension." Computers & Education 23, no. 1-2 (August 1994): 125–32. http://dx.doi.org/10.1016/0360-1315(94)90040-x.

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31

Sheerin, S. "Listening comprehension: teaching or testing?" ELT Journal 41, no. 2 (April 1, 1987): 126–31. http://dx.doi.org/10.1093/elt/41.2.126.

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32

Kim, Young-Suk, and Beth Phillips. "Cognitive Correlates of Listening Comprehension." Reading Research Quarterly 49, no. 3 (March 28, 2014): 269–81. http://dx.doi.org/10.1002/rrq.74.

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Anisah, Lina, Laode Basri, and Riskawati Riskawati. "STUDENTS’ DIFFICULTIES IN LISTENING COMPREHENSION." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 12, no. 2 (December 18, 2021): 207–23. http://dx.doi.org/10.33373/as.v12i2.3685.

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Abstract This research was conducted to investigate students’ difficulties in listening comprehension and to find out the causes of students’ difficulties in listening comprehension. The design of this research was a case study. In conducting this research, the researcher took class XI IPA 4 of MAN 1 Kolaka as a subject of the research. To collect the data, the researcher used test, questionnaire and interview as instruments. Finally, based on the researcher’s investigation, the level of students’ difficulty in listening comprehension is classified into middle level, they were, student difficult to concentrate with noise sound (98%), to recognize the words the way they were pronounce (88%), to understand spoken text when speaker spoke too fast (83%), unclear sounds resulting from a poor-quality CD player (81%), to listen to English without transcription (80%), to understand well when the speaker spoke with a variety of accents (80%). Some causes of students’ difficulties in listening comprehension were noisy situations in class and environment, students could not match the sounds they heard with any script in their long-term memory, students limited short-term memory, text/passage was recorded while there were noises around or the cassette was used for such a long time, students have limited vocabulary, and unfamiliar accent. Keyword: Analysis, Difficulties in Listening Comprehension, Listening Comprehension.

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34

Mathumathi, P., Thamarai Selvi M.D, R. Subhashini, Mohammed Shamsul Hoque, Lamesa Oli, and Brother Kassu Fantaye. "Factors Affecting Students’ Listening Comprehension." World Journal of English Language 14, no. 4 (May 16, 2024): 466. http://dx.doi.org/10.5430/wjel.v14n4p466.

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Teaching listening skill has largely been neglected in many classrooms where English is taught as a foreign language. This study attempts to investigate the core factors that influence learners’ listening comprehension skills. For this study, a descriptive research design and a mixed research approach were employed. In this study, 109 respondents participated at St. John Baptist De La Salle Catholic School, Addis Ababa, Ethiopia. A survey questionnaire was used for primary data collection. The collected data were analyzed with the help of SPSS version 26 and Excel. The findings of the study revealed core factors of students' listening comprehension, such as factors related to students, teachers, classroom environment, curriculum, and lack of target language exposure. This result highlights the need for further investigation in integrating technology effectively to enhance students’ listening comprehension.

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Keskin, H. Kagan, Gökhan Arı, and Muhammet Baştuğ. "Role of Prosodic Reading in Listening Comprehension." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 59. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.59.

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This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group listening to the model non-prosodic reading, and (4) the group listening to the computer non-prosodic reading. Two stories were used in the measurement of listening comprehension, and comprehension skills were measured with open-ended questions. The data obtained were analyzed with the Kruskal Wallis and Conover–Iman tests. Logistic Regression Analysis (LRA) was performed to reinforce the results and increase distinctiveness. According to the results, inferential comprehension scores of the students who listened to the prosodically-vocalized texts differed from other groups significantly. Meanwhile, literal comprehension scores of all students in the listening groups did not differ. The LRA results indicated that the inferential comprehension scores were a significant predictor of the listening groups. Consequently, the relationship between prosody and inferential comprehension was found to be significant in this study. The results also showed that it is necessary to attach particular importance to prosody in listening activities and to use prosodic models suitable for students in reading activities in the early grades of the primary school.

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36

FLORIT, ELENA, MAJA ROCH, and M. CHIARA LEVORATO. "The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?" Applied Psycholinguistics 34, no. 2 (December 21, 2011): 395–415. http://dx.doi.org/10.1017/s0142716411000749.

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ABSTRACTTwo studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use linguistic context, a higher level component, in listening comprehension of text and sentences. Listening sentence comprehension was facilitated by the use of context, which accounted for individual differences in listening text comprehension. Overall, results showed that listening text comprehension is related to lower level as well as higher level components, whereas listening sentence comprehension does not play a specific role.

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37

Puspitorini, Nendriliana Dyah. "IMPROVING EFL LISTENING COMPREHENSION THROUGH AEGISUB." Manajemen Pendidikan 15, no. 2 (December 25, 2020): 52–64. http://dx.doi.org/10.23917/jmp.v15i2.10750.

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Listening is the skill to understand and identify what the speaker says. In listening, students should sensibly in hearing the information. This paper aims to describe the difficulties in listening in creating subtitling and problems faced in creating subtitle use Aegisub. The population of this research was twenty Indonesian EFL learners studying at an Islamic university in Central Java, Indonesia. The method used in this paper was a qualitative method. In addition, the research data were collected by observation, interview and document analysis. This research found three problems in listening and three problems in using Aegisub. The result shows the difficulties in listening when creating subtitle and problems in using Aegisub as they applied Aegisub.Keywords: Listening, Subtitling, Aegisub

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38

Danilina, S. "Pre-Listening Tasks to Improve ESP Students’ Listening Comprehension." Science and Education a New Dimension VIII(239), no. 95 (November 25, 2020): 12–13. http://dx.doi.org/10.31174/send-pp2020-239viii95-02.

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J. Aarnoutse, Cor A., Kees P. van den Bos, and Saskia Brand-Gruwel. "Effects of Listening Comprehension Training on Listening and Reading." Journal of Special Education 32, no. 2 (July 1998): 115–26. http://dx.doi.org/10.1177/002246699803200206.

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40

Herlina, Herlina, and Marleni Marleni. "TEACHING LISTENING COMPREHENSION BY USING INTERACTIVE LISTENING CLASSROOM PERFORMANCE." Esteem Journal of English Education Study Programme 2, no. 1 (July 2, 2019): 25. http://dx.doi.org/10.31851/esteem.v2i1.3545.

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41

Karlin, Omar, and Sayaka Karlin. "Developing L2 listening comprehension through extensive and intensive listening." AILA Review 36, no. 1 (July 24, 2023): 91–111. http://dx.doi.org/10.1075/aila.22015.kar.

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Abstract In the fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an extensive (n = 135) or intensive listening group (n = 134). After each group completed five assignments based on extensive or intensive listening principles, students took another 100-item L2 listening exam. Paired-sample t-tests of raw scores and Rasch person ability estimates indicated that the extensive listening group significantly improved in raw scores, t(134) = −7.44, p = .00, but not in Rasch person ability estimates t(134) = −1.86, p = .07, while the intensive listening group significantly improved in both raw scores, t(133) = −9.48, p = .00, and Rasch person ability estimates, t(133) = −3.58, p = .00.

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42

Zahran, Faten A., and Edward Owusu. "Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 18–29. http://dx.doi.org/10.32996/ijllt.2020.3.10.3.

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This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

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43

Shehzad, Muhammad Waleed, Khaled Besher Albesher, Summaira Sarfraz, and Shazma Razzaq. "Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context." Journal of Language and Education 7, no. 3 (September 30, 2021): 136–50. http://dx.doi.org/10.17323/jle.2021.12875.

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Researchers paid ample attention to an important variable called boredom in numerous contexts; however, limited research exists regarding the association of boredom with listening comprehension performance in EFL settings. Thus, the current study aims to establish the association between listening boredom and listening comprehension performance by deploying listening boredom coping strategies as a mediating construct. A quantitative research approach, and a cross-sectional and correlational research design was used to conduct this study. A listening comprehension test and questionnaires were used to gather the data from 313 Saudi EFL learners. Results directed that there exists a negative yet significant association between listening boredom and listening comprehension performance. In addition, listening boredom showed a positive and significant association with all of the four listening boredom coping strategies. Furthermore, three out of four listening boredom coping strategies (i.e., behavioral, cognitive, and behavioral avoidance) showed a positive and significant association with listening performance; however, cognitive avoidance strategies showed a significant yet negative association with listening comprehension performance. Lastly, results regarding mediation indicated that listening boredom coping strategies mediated the relationship between listening boredom and listening comprehension performance. Based on the results, various recommendations were presented to EFL learners, instructors, and policymakers.

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44

Joo, Dayoung, and Junkyu Lee. "The Relationship Between Young EFL Learners’ Vocabulary Knowledge and Listening Comprehension." Korea Association of Primary English Education 28, no. 3 (September 30, 2022): 181–201. http://dx.doi.org/10.25231/pee.2022.28.3.181.

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This study investigates the degree to which an elementary school EFL learner’s level of second language (L2) vocabulary correlates to their L2 listening ability. The study aims to further identify whether or to what extent various measures of vocabulary knowledge predict the variance in L2 listening comprehension. In particular, the study focuses on the relatively unexplored area of phonological knowledge of vocabulary. Three phonological measures which tap into both vocabulary breadth and depth knowledge were adopted in this study: the receptive phonological vocabulary breadth knowledge (RVB), productive phonological vocabulary breadth knowledge (PVB), and phonological vocabulary depth knowledge (VD) measures. Twenty elementary school EFL learners participated in the study and were required to complete an L2 listening comprehension test, followed by three vocabulary knowledge tests. Correlation analysis revealed that RVB most strongly correlated with L2 listening comprehension score (r = .77). Stepwise multiple regression analysis showed that the best fitting model which consists of RVB and VD could predict about 75% of the variance in L2 listening comprehension. The findings indicate that phonological vocabulary knowledge is a significant predictor of L2 listening ability of young EFL learners.

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Amalia, Eka Rizki, Nurulazizah Ria Kusrini, and Pungky Ramadhani. "Using Films to Teach Listening Comprehension." IJEE (Indonesian Journal of English Education) 6, no. 2 (April 28, 2020): 119–32. http://dx.doi.org/10.15408/ijee.v6i2.14531.

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ABSTRACTUsing films for classroom activities is often doubted as an appropriate and meaningful way to teach listening comprehension. Since the film is authentic material and far from pedagogical instruction, its use has rarely been paid attention to. This paper aims to prove that using film can be an alternative and effective way to teach listening comprehension. The problems which are commonly faced by the students in film viewing for listening activities and the proposed techniques along with film viewing activities are discussed further in this paper. The result of the discussion shows that using film to teach listening comprehension is motivating, enhancing and appealing for the students.ABSTRAKMenggunakan film untuk kegiatan di kelas sering diragukan sebagai cara yang berarti dan sesuai untuk mengajarkan listening comprehension. Karena film adalah materi otentik dan dianggap jauh dari konten pedagogik, penggunaan film jarang sekali diberi perhatian. Artikel ini bertujuan untuk membuktikan bahwa menggunakan film untuk kegiatan pembelajaran dapat menjadi salah satu alternatif dan cara yang efektif untuk mengajarkan listening comprehension. Artikel ini membahas masalah-masalah yang umum dihadapi oleh siswa dalam kegiatan pemutaran film, teknik-teknik untuk memutar film, dan kegiatan-kegiatan dalam pemutaran film untuk kegiatan listening di kelas. Hasil pembahasan menunjukkan bahwa menggunakan film untuk mengajarkan listening comprehension sangat memotivasi, menggugah dan menarik bagi siswa. How to Cite: Amalia, E.R., Kusrini, N. R., Ramadhani, P.(2019). Using Films to Teach Listening Comprehension . IJEE (Indonesian Journal of English Education), 6(2), 119-132. doi:10.15408/ijee.v6i2.14531

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Nasution, Dina Syarifah. "Improving Students Listening Comprehension Through Topdown Technique." Jurnal Multidisiplin Madani 2, no. 3 (March 30, 2022): 1181–98. http://dx.doi.org/10.54259/mudima.v2i3.500.

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The research aims to measure the implementation of topdown technique on improving students ability at listening comprehension of grade XIak1 at SMKN 1 Panyabungan.The method of this research was Classroom Action Research. The participant in this classroom action research was 25 students of grade XIak1 at SMKN 1 Panyabungan. The instruments consisted of topdown technique, listening comprehension test, observation sheet, and interview, the data of this research was analyzed two method of data analysis. Quantitative data analyzed was used to examining and interpreting data from topdown technique and listening comprehension. The data taken from observation and interview was used qualitative data analysis. The research consisted of two cycles, before first cycles started, the researcher conducted pre test to know students listening comprehension real ability. First Cycle conducted after treatment given, due to the result of first cycle doesn`t improve in all aspect. Researcher continued to second cycles at the end of cycle. Three result test to be compared to know students improvement in listening comprehension. The result shows that the topdown technique better improves the students ability at listening comprehension. Students score were obtained from total score of correct answer which is converted to Toeic conversion scale. The findings on this study proved that teaching listening applying topdown technique improved students` listening comprehension. Significance improvement particularly in students ability to answer listening part one; matching pictures with statement. Based on the result of the study topdown technique to be recommended for the teacher in Vocational High School ( SMK ) to improve students` listening comprehension.

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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review." English Language Teaching 9, no. 6 (May 5, 2016): 123. http://dx.doi.org/10.5539/elt.v9n6p123.

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<p>Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties. The review of literature indicated that when teachers are aware of students’ learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.<strong></strong></p>

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Omar, Najma. "Libyan EFL Students’ Listening Comprehension Problems in Listening to Connected Speech." Academic Journal of Research and Scientific Publishing 4, no. 39 (July 5, 2022): 05–31. http://dx.doi.org/10.52132/ajrsp.e.2022.39.1.

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Listening skill is one of the challenging skills in a foreign language learning context where exposure to native connected speech is restricted. EFL learners encounter various listening comprehension issues which affect their mastering of the targeted language. Therefore, this study investigates the listening comprehension issues in listening to connected speech among a group of Libyan EFL learners. It examined the learners’ perception on the problems they encounter during listening to connected speech, with the goal of improving their perceptual and listening comprehension skills in the future. Data was collected from a total of 62 Libyan intermediate level learners using a Listening Comprehension Processing Problems Questionnaire. The difficulty levels experienced by the participants while listening to connected discourse ranged from moderate to high. These challenges occurred in all the three categories of listening comprehension; utilisation, perception, and parsing. Additionally, a strong positive and significant correlation was detected between the three categories of listening processing problems. The study also has pedagogical implications. These findings could be used by teachers, researchers, syllabus designers, and material developers to address the challenges associated with listening comprehension among EFL learners, and how including connected speech in the learning and teaching materials became an excessive necessity.

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Dicataldo, Raffaele, and Maja Roch. "Direct and Indirect Pathways of Variation in Length of Exposure to the Majority Language, Cognitive and Language Skills in Preschoolers’ Listening Narrative Comprehension." Children 8, no. 8 (July 26, 2021): 636. http://dx.doi.org/10.3390/children8080636.

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Listening narrative comprehension, according to the theoretical framework of the multicomponent model for comprehension, involves numerous skills that interact dynamically between each other and have the potential to give rise to individual differences in comprehension. The purpose of the current work was to define a comprehensive and complete multicomponent model of listening narrative comprehension in preschool age. We investigated how variation in Length of Exposure to majority Language (i.e., how long children have been exposed to the Italian language), lower-order cognitive (WM, inhibitory control, attention shifting), language skills (receptive vocabulary, syntactic knowledge, rapid naming), and higher-order cognitive skills (inferences, TOM, knowledge of story-structure) are related to listening narrative comprehension in Italian of 111 preschool children (Mage = 61 months; SD = 6.8) growing in a monolingual or multilingual context. Structural equation modeling results showed that the model explained 60% variance in listening narrative comprehension in Italian of children aged four to six and predicted the outcome both through direct and mediated paths, coherently with the multicomponent model of comprehension.

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Tabrizi, Haleh Mojarrabi, and Mahnaz Saeidi. "The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability." English Language Teaching 8, no. 12 (November 22, 2015): 158. http://dx.doi.org/10.5539/elt.v8n12p158.

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<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

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