Author: Thu Thủy Phạm
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Yuqi Moanna Tang
Publisher:
ISBN: 9781361030769
Category :
Languages : en
Pages :

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Book Description
This dissertation, "The Impact of Students' Sense of Community on the Effectiveness of an Online IELTS Listening Course: a Qualitative Inquiry" by Yuqi, Moanna, Tang, 汤妤骐, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In the context of the growing trend of Chinese students wanting to study abroad, IELTS (International English Language Testing System) exam has become one of the most popular standardised language exams with thousands of Chinese students preparing for IELTS listening, reading, writing, and speaking tests every year. This qualitative classroom inquiry evaluates the effectiveness of an online IELTS listening course and explores how the instruction of L2 (second language) listening strategies proposed by Vandergrift (1997, 1999) facilitated students' listening performance. It also examines the impact of online classroom community on students' online learning experience and how online interaction helps the development of students' sense of community. A total of seven adult students of English as a second language were enrolled in a four-week online IELTS listening course which was taught completely on the Internet through Sina Weibo and Wechat. During the course, online interaction between students and the teacher was observed and analysed. These participants finished a reflective pre-test and post-test so that their listening performance before and after the course could be examined. Pre-course and post-course interviews were also designed to collect students' perceptions of the course effectiveness and online interaction. The results of the study suggest that lower-level English learners rely more on cognitive strategies during listening comprehension, and advanced learners make use of both metacognitive and cognitive strategies to facilitate their listening. Besides, lower-level learners are also capable of acquiring metacognitive strategies in a short period of time whereas their metastrategic awareness might not be fully developed. It has also been found that strong sense of community has a great impact on students' online learning experience. Students with stronger sense of community feel less isolated and learn better than those without a community spirit because they are less likely to drop out and have more opportunities to access help from the other community members. For an online community to flourish, both close relationships among group members and academic achievements are needed and equally important. Subjects: International English Language Testing System Second language acquisition - Study and teaching Internet in education Listening - Study and teaching

Author: Jing Li
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659521423
Category :
Languages : en
Pages : 108

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This book takes an investigative look into the differences between strategies used by students studying in China and Chinese students studying in the United Kingdom when taking the IELTS Listening test. It probes into whether and how studying in the United Kingdom might influence listening skills, and compares the strategies used by students who have taken an IELTS preparation course versus those who have not. This book provides a multidimensional view of listening strategies for ESL/ EFL teachers and students; and has implications for teachers who train students to apply multiple listening strategies.

Author: Yi-Chun Liu
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
This study aimed to explore Chinese and Korean EFL learners' perceptions with regards to the use of listening strategies. The purpose is to learn whether Chinese and Korean students achieve academic listening comprehension through specific listening strategies. The data were collected from first and second year students currently studying abroad in the US. Although they are immersed in an English speaking environment, the use of listening strategies still affects their development of academic listening comprehension based on what they have learned in their home countries. For this reason, this study provides a corpus for understanding Chinese and Korean EFL students' listening behavior and what constrains their English listening comprehension. The research design is one hundred and sixty-six college level students from three public universities in Texas who completed web-based questionnaires. Skilled and less-skilled groups were differentiated according to their TOEFL listening scores. If the student had a score of more than 570, he/she was categorized into the skilled listeners group; below 570, they belonged to the less-skilled listeners group. In terms of the need for additional research on the different factors that affect developmental outcomes in L2 listening comprehension, the following research questions were investigated: 1) Is there a statistically significant relationship between the self-reported use of listening strategies and self-reported listening comprehension scores on the TOEFL? 2) Is there a difference between skilled and less-skilled non-native English speakers in the self-reported use of four categories of listening strategies (memory, cognitive, meta-cognitive, and socio-affective)? 3) What factors influence the use of self-reported listening strategies? The findings show that students in this sample tended to employ memory strategies as a means of achieving listening comprehension. In theory, cognitive and metacognitive strategies are more difficult than memory strategies, prompting a lack of sophisticated strategies for Chinese and Korean students. In addition, students' listening skills are not mature. The pedagogical implications of this study for EFL education are that teachers, while teaching listening, should be alert to spot such phenomena and, specifically, instruct students to reach listening maturity via cognitive and metacognitive strategies.

Author: Xuewei Gong
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 166

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Book Description
This study explored the frequency of cognitive and metacognitive strategies used by students with different levels of listening comprehension. It also made an attempt to find the change of the frequency of listening strategy used by them when exposed to teaching of listening strategies. The research was conducted from twenty non-major English students with ten as effective listeners and ten as ineffective listeners in Chinese EFL listening comprehension. The data of listening strategies was obtained from questionnaires and interviews. Goh's (1998) categories (cognitive and metacognitive strategies) were used as the framework to analyze the data. The research subsequently focused on students listening strategies based on two different kinds of listening texts. The study showed that there are some differences of frequency in using cognitive and metacognitive strategies between effective and ineffective listeners around training listening strategies. The effective listeners used more strategies than the ineffective ones. Both groups used more cognitive strategies than metacognitive ones, but ineffective listeners were particularly poor at it. In addition to reporting the results from the study, the article also discussed issues related to teaching listeners to use listening strategies.

Author: Ardeshir Geranpayeh
Publisher: Cambridge University Press
ISBN: 1107602637
Category : Foreign Language Study
Languages : en
Pages : 481

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Book Description
This volume examines the nature of second language listening proficiency and how it can be assessed. The book highlights the need for test developers to provide a clear explication of the ability constructs which underpin the tests they offer in the public domain. This is increasingly necessary if claims about the validity of test score interpretation and use are to be supported both logically and with empirical evidence. It operationalises a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components, examining and then analysing Cambridge ESOL listening tasks from the following perspectives: Test Taker; Cognitive Validity; Context Validity; Scoring Validity; Criterion-related Validity; and Consequential Validity.

Author: Syarifuddin Dollah
Publisher: Penerbit P4I
ISBN: 6238488565
Category : Education
Languages : en
Pages : 142

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Book Description
This book explores the multifaceted challenges and effective strategies associated with mastering listening comprehension, particularly in an English as a Foreign Language (EFL) context. The book is structured into seven comprehensive chapters, each delving into a specific aspect of listening comprehension. The introductory chapter sets the stage by highlighting the importance of listening skills in language acquisition and the growing need for effective comprehension strategies in a globalized world. In the second chapter, "Listening Comprehension," the book delves into the nature of listening, differentiating between various types of listening and discussing why listening is often considered a neglected skill. This chapter provides a foundational understanding of listening as an active process that involves receiving, interpreting, and responding to spoken messages. It underscores the complexity of listening comprehension and the cognitive load it places on learners. Chapter three, "Factors Affecting Listening Comprehension," explores the myriad factors influencing a student's comprehension of spoken language. These factors include physical elements like hearing ability, psychological aspects such as anxiety and motivation, experiential factors, attitudes toward listening, gender differences, environmental conditions, and societal roles. By identifying these factors, the book provides a comprehensive view of the external and internal influences on listening comprehension. The fourth chapter, "Potential Problems in Learning Listening Comprehension," identifies specific challenges learners face, such as the inability to control the speed of speech, limited vocabulary, difficulty recognizing contextual signals, problems with interpretation, and the inability to concentrate. It also addresses how established learning habits can hinder listening development. The fifth chapter, "Possible Strategies in Learning Listening Comprehension," offers solutions by introducing metacognitive, cognitive, and social-affective strategies. These strategies aim to help learners plan, monitor, and evaluate their listening processes, utilize mental techniques to enhance comprehension and leverage social interactions to improve listening skills. The sixth chapter, "Students' Problems and Strategies in Learning Listening Comprehension in EFL Context," applies the previous discussions specifically to English as a Foreign Language (EFL) learners. It examines how the general problems and strategies manifest in EFL contexts and provides tailored advice for learners and educators in these settings. Finally, the seventh chapter, "Model of Assessing Students' Problems and Strategies in Learning Listening Comprehension," presents a framework for evaluating the strategies' effectiveness. This model helps educators assess students' listening skills and identify the most effective interventions. Overall, the book offers a detailed analysis of the challenges and solutions in learning listening comprehension, providing valuable insights and practical strategies for both students and educators.

Author: Eley, Adrian
Publisher: McGraw-Hill Education (UK)
ISBN: 0335222951
Category : Education
Languages : en
Pages : 243

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Book Description
This is a practical guide aimed at supervisors of research students. It is written in a lively case study style and is designed to appeal to supervisors who need a quick fix, and who have neither the time nor the inclination to read a more detailed, in depth book on the subject such as Supervising the Doctorate. There is a growing need for such a volume as the QAA postgraduate code of practice in the UK indicates that all new doctoral supervisors must be trained appropriately. This book will be very suitable for such training courses. The authors both come from a medical background so the book is likely to be particularly well recieved within scientfic and medical departments.

Author: Anxhela Xibraku
Publisher: GRIN Verlag
ISBN: 3346216098
Category : Literary Criticism
Languages : en
Pages : 35

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Book Description
Bachelor Thesis from the year 2017 in the subject English Language and Literature Studies - Literature, grade: MSc, , course: English Language, language: English, abstract: This study explains the listening difficulties the L2 student experiences in non-native language classrooms and the strategies to improve L2 student listening skills. After general and specific review regarding the importance of listening, this paper addresses the frustrations for the L2 student, and then offers teacher strategies to calm student learning/listening anxieties. The purpose of this paper is to remind everyone about the importance of listening, to remind ordinary people, students, professors. This paper will make them rethink; also, it will help them with the solutions. “Listening” has its own frustrations and anxieties. So additionally, this paper will have us consider these frustrations and anxieties and arrive at smart simple solutions to facilitate listening for everyone. Listening is a complex process and the reason why students face difficulties even if they have high language competence. This paper looks at these difficulties that students face during academic listening and listening the anxiety and its theories. Also, reviews the relation of student- professor during the listening process. Students learning a second language confront different stages; there are shown five stages of listening comprehension, and the advance of listening during the five stages. There are the techniques of reduction of anxiety and students help in listening activities. In this paper are given the best listening strategies, methods, modification of language process, and the effects of four types listening support.

Author: W/Michael Lemma
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659333194
Category :
Languages : en
Pages : 100

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Book Description
The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners.