INSIGHTS INTO LISTENING STRATEGIES USED IN ESL CLASSES: AN EXPLORATORY SURVEY
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Abstract
This quantitative investigation of listening strategies includes 56 non-English majors from a public institution in Vietnam. The research instrument was a modified version of the Listening Strategy Questionnaire developed by Dang, T. H. et al. (2021), which was based on the frameworks of Oxford (1990) and O'Maley and Chamot (1990). The research question was addressed using descriptive statistics such as mean score and standard deviation and a one-sample T-test. Findings indicate that students employed high frequency listening strategies, particularly using socio-effective strategies, more frequently than cognitive and metacognitive ones. Individual strategies for reducing fear, predicting, acquiring resources, practicing repeatedly, and collaborating with others were the most prevalent. This research provides teachers and students with insight into effective listening strategies and classroom procedures. Educators may better understand strategies for boosting the efficiency of their listening comprehension efforts and using the knowledge they currently possess to address listening-related issues.
Keywords
cognitive, English as second language (ESL), listening strategies, meta-cognitive
Article Details
References
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