Iranian Female Language Learners' Listening Strategy Preferences in Multimedia Environment

Shabnam Talebi Eskandari, Farinaz Shirani Bidabadi

Abstract


Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective) to improve their listening skills in multimedia environments in particular. The main focus of this study is to determine the most preferable listening strategies employed in improving listening skills in multimedia environment by female Iranian English language learners. To achieve the goals, thirty female English language learners – twenty to twenty five - out of sixty were selected. In order to collect data IELTS test as pre-test and post-test questionnaire and interview were used. The result indicated that these language learners mainly employed meta-cognitive strategies the most in the multimedia environment. Thus, it is implied that the findings would be beneficial to the classroom practice, guide learners and lecturers as well as syllabus planners and material designers

 


Keywords


Multimedia environments, Listening strategy, Meta-cognitive, cognitive, Socio-affective strategy

Full Text:

PDF

References


Chang, M.M, & Lehman, J.D. (2002). Learning foreign language through an Interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. Calico Journal, 20(1), P-P 81-98.

Collins, J., Hammond, M., & Wellington, J. (1997). Teaching and learning with multimedia. London and New York: Routledge.

Coskun, A. (2010). The effects of metacognitive strategy training on the listening performance of beginner students, Novitas Royal, 35-50.

Flowerdew, J., & Miller, L. (2005). Second language listening: theory and practice. Cambridge: Cambridge University Press.

Imhof, M. (1998). What makes a good listener? Listening behavior in instructional settings. International Journal of Listening, 12, 81–105

Jakeman, V, & McDawel, C. (1996). Cambridge IELTS 1. United Kingdom: Cambridge University Press.

Ma, X. (2015). Listening strategies use in the internet learning environment by non-English major college students: A comparison between male and female listeners, .International Journal of Culture and History, 2(2332-5518).

O'Malley, M.J., Chamot, A. U. (1990). Learning Strategies in second language acquisition. England: Cambridge University Press

Oxford, R. L. (Ed.). (1996). Language learning strategies around the world: Cross-cultural perspectives. Manoa, HI: University of Hawaii Press.

Pintrich, P. R. (2000). The role of good orientation in self-regulated learning. Handbook of self-regulation ( pp. 451=502). San Diego, CA: Academic Press.

Riazi, A., & Riasati, M. J. (2007). Learning language style preferences: A case study of Shiraz EFL Institutes. The Asian EFL Journal Quarterly, 9(1), 97-125.

Ronzano, S.J. (2010). Effectiveness of Metacognitive strategies for improving reading comprehension in secondary students. The United States of America: Dissertation Publication.

Saslow,J., & Ascher, A. (2006). Top Notch, Fundamentals. The United States of America: Pearson Education.

Selamat.S. , & Sidhu. G.K. (2011). Students perception of Metacognitive strategy use in lecture listening comprehension. Language education in Asia, 2(2), 185-195.

Shirani. F., & Yamat. H. (2012). The relationship between English listening proficiency Levels and learning styles. Journal of language studies, 12(4), 1041-1055.

Shirani.F., & Yamat .H. (2013). EFL learners’ perceptions toward Meta-cognitive strategy use in English language listening .Journal of language studies, 13(3), 31-43.

Stein, S.K. (1999). Uncovering listening strategies: Protocol analysis as a means to investigate student listening in the basic communication course, Unpublished PhD dissertation, University of Maryland, College Park, MD.

Tajzadeh. P., Khodabandehlou. M., Jahandar. S,. & Najafi. M. (2013). The Impact of Socio affective strategies on Iranian Intermediate EFL learner’s speaking ability. Indian Journal of fundamental and applied life sciences, 3(3), 670-674.

Vandergrift, L. (1992). The comprehension strategies of second language (French) listeners. PhD Thesis, University of Alberta, Canada.

Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30, 387-409.

Vandergrift, L., Goh.C., Mareschal.C.J., & Tafaghodtari.M. (2006).The Metacognitive awareness listening questionnaire (MALQ): Development and Validation. Language learning research club, 431-462

Vandergrift, L. (2007). Recent development in second and foreign language listening comprehension research, Language Teaching, 40, 191-210.

Vandergrift, L. (2011). second language listening: presagr, process, product and pedagogy. In Eli Hinkel (Ed). Handbook of research in second language teaching and learning, volume II. (pp. 455-471). New York: Routledge, Taylor & Francis.

Vandergrift, L .& Goh.C. (2012). Teaching and Learning Second Language Listening: Metacognition in action. New York and London: Routledge, Taylor & Francis.

White.C.J. (1993). Metacognitive ,Cognitive ,Social and affective strategy use in foreign language learning: A Comparative Study . PhD Thesis, Massey University.

Williams. Z .C. (2013).The use of Multimedia materials in teaching Chinese as a Second language and pedagogical implication. Masters Theses. Paper 1016, 1-74

Wolvin, A. (2010). Listening and Human Communication in in the 21st Century. United Kingdom: Blackwell Publication.

Yang, C. (2009). A study of meta-cognitive strategies employed by English Listeners in an EFL setting. International Education Studies, 2(4), 134-139.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.66

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.