Correlation between English Major Learners’ Listening Comprehension Difficulties and their Use of Metacognitive Strategies of Listening during Online Listening Comprehension Courses
Article Sidebar
Main Article Content
Abstract
This paper attempted to investigate the relationship between English major learners’ use of metacognitive strategies of listening to overcome the difficulties they face while learning listening skills at Al-Balqa Applied University (BAU). The data was collected by administering an online Microsoft Form questionnaire to 168 first-year English major learners. The retrieved questionnaires were 104, with 99 valid for statistical analysis. The questionnaire main themes were the difficulties related to listener, speaker, content, lack of concentration, internet issues, and metacognitive strategies of listening. Data was analyzed using SPSS statistical analysis software (linear regression). The analysis revealed a positive correlation between English major learners’ use of metacognitive strategies of listening when facing listening comprehension difficulties related to all themes. Nevertheless, the evident positive correlation became apparent when learners encountered difficulties associated with a lack of concentration and internet issues. These difficulties were perceived to require the implementation of metacognitive strategies of listening as an effective remedy. This study contributes to the understanding of English major learners’ use of metacognitive strategies of listening during online learning of listening skills. Moreover, it reflects on the English major learners’ awareness of metacognitive strategies of listening and calls for the need to teach these strategies deliberately.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Bidabadi, F. S., & Yamat, H. (2014). Strategies employed by Iranian EFL freshman university students in extensive listening: A qualitative research. International Journal of Qualitative Studies in Education, 27(1), 23–41. https://doi.org/10.1080/09518398.2012.737042
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149–161. http://dx.doi.org/10.1080/10904018.2013.861303
Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
Calub, C., & Calub, F. L. (2021, August). Listening comprehension difficulties of college students: Basis for remediation strategies in the classroom [Paper presentation]. The IAFOR Conference for Higher Education Research - Hong Kong, Lingnan University, Hong Kong.
Chen, A. (2010). Effects of listening strategy training for EFL adult listeners. The Journal of Asia TEFL, 7(1), 135–169.
Chen, C. W. Y. (2017). Guided listening with listening journals and curated materials: A metacognitive approach. Innovation in Language Learning and Teaching, 13(2), 133–146. https://doi.org/10.1080/17501229.2017.1381104.
Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL, 4(1), 35–50.
Fu, Y., Wang, M., Min, S., Zhou, S., & Pan, X. (2023). Exploring the relationship between metacognitive awareness and Chinese EFL learners’ listening skills. Frontiers in Psychology, 14, Article 1148610. https://doi.org/10.3389/fpsyg.2023.1148610
George, D., & Mallery, P. (2011). SPSS for windows step by step: A simple study guide and reference, 17.0 update (10th ed.). Pearson Education.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis. Cengage. https://eli.johogo.com/Class/CCU/SEM/_Multivariate%20Data%20Analysis_Hair.pdf
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155.
Jiang, Y., Chen, Y., Lu, J., & Wang, Y. (2021). The effect of the online and offline blended teaching mode on English as a foreign language learners’ listening performance in a Chinese context. Frontiers in Psychology, 12, Article 742742. https://doi.org/10.3389/fpsyg.2021.742742
Kim, M. G. (2017). A cautionary note on the use of Cook’s distance. Communications for Statistical Applications and Methods, 24(3), 317–324.
Linh, H. G. & Ngo, T. T. C. (2021). Challenges in learning listening comprehension via Microsoft Teams among English majors at Van Lang University. International Journal of TESOL & Education, 1(3), 142–175. http://eoi.citefactor.org/10.11250/ijte.01.03.009
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metacognitive awareness, and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88–99. https://doi.org/10.5539/ijel.v4n2p88
Namaziandost, E., Neisi, L., Mahdavirad, F., & Nasri, M. (2019). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(1), Article 1691338. https://doi.org/10.1080/23311908.2019.1691338
Nurani, S. G., & Widiati, U. (2021). Students’ perceptions about the online listening courses during the Covid-19 pandemic. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(1), 126–139. https://doi.org/10.22219/celtic.v8i1.16607
Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. Routledge.
Rakhman, F. A., Tarjana, S. S., & Marmanto, S. (2019). Indonesian English department students listening difficulties and listening strategies. Indonesian Journal of Educational Research (IJER), 4(2), 60–67.
Rahimirad, M., & Shams, M. R. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387–409.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168–176. https://doi.org/10.1093/elt/53.3.168
Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431–462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
