Earticle

초록

영어

Listening comprehension is a fundamental part of both L1 and L2 communication. One of the most problematic issues in research on listening comprehension is that the performance of the learners mostly includes mental procedures that are not directly noticeable. This study seeks to identify and describe the association of metacognitive listening strategy use of ESL students with different listening comprehension ability levels and comprehension problems based on the theory of the cognitive process of listening. The quantitative method was used in this research with the presentation of EDA (Explanatory Research Analysis). The listening section of the International English Language Testing System (IELTS) was conducted to identify listening comprehension ability levels among 135 ESL students. Listening Comprehension Problem Questionnaire (LCPQ) and Metacognitive Listening Strategy Questionnaire (MLSQ) were distributed to the participants after completing the test to examine their perceived listening comprehension problems and metacognitive listening strategy use. Results showed ESL students’ listening comprehension ability level is in contrast with their perceived listening comprehension problems. Moreover, some associations have been revealed between the participants’ metacognitive listening strategy use and listening comprehension ability levels. However, the mixed results suggest a more dynamic methodology to be used for further investigation of strategy use.

목차

Abstract
Introduction
Literature Review
Metacognition
Metacognitive Listening Strategy Use, Listening Comprehension Ability and Listening Comprehension Problems
Metacognitive Knowledge and Language Learning
Methodology
Participants
Data Collection Procedure
Data Analysis
Exploratory Data Analysis (EDA)
Result and Discussion
Comparison of Skilled and Less Skilled Listeners’ Perception, Parsing and Utilization
Comparison of Skilled and Less Skilled Listeners’ Planning, Monitoring and Evaluation Strategies
Comparison of Skilled and Less Skilled Listeners’ Sub- Categories of Metacognitive Listening Strategies
Conclusion
Theoretical Perspective
Pedagogical Perspective
Acknowledgements
The Authors
References

키워드

저자

• Seyedehsima Sadatmir [ PhD in English Language Studies, University Putra Malaysia (UPM), Malaysia ]
• Vahid Nimehchisalem [ Associated Prof., University Putra Malaysia (UPM), Malaysia ]
• Narjes Karimi [ PhD Candidate in Sociolinguistics, University of Malaya (UM), Malaysia ]
• Uranus Saadat [ PhD in TESL, University Putra Malaysia (UPM), Malaysia ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420