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Listening comprehension strategies used by EFL postgraduate students / Wang Song

Malaysian EFL postgraduate students are facing difficulties in listening to lectures in English. Listening comprehension strategies (cognitive, metacognitive and socio-affective) play a crucial role in academic listening. The current study which employs questionnaire survey and follow-up interviews...

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Main Author: Wang, Song
Format: Thesis
Published: 2016
Subjects:
LB2300 Higher Education
P Philology. Linguistics
Online Access:http://studentsrepo.um.edu.my/6483/4/wang.pdf
http://studentsrepo.um.edu.my/6483/
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spelling my.um.stud.64832019-10-08T00:20:50Z Listening comprehension strategies used by EFL postgraduate students / Wang Song Wang, Song LB2300 Higher Education P Philology. Linguistics Malaysian EFL postgraduate students are facing difficulties in listening to lectures in English. Listening comprehension strategies (cognitive, metacognitive and socio-affective) play a crucial role in academic listening. The current study which employs questionnaire survey and follow-up interviews aims to investigate the use of listening comprehension strategies of first-year EFL master‟s degree students of the higher and lower proficiency groups, in order to shed some light on effective acquisition in L2 listening. A total number of 98 EFL postgraduate students responded to a demographic information questionnaire and a listening comprehension questionnaire with a likert-scale. Based on their TOEFL/IELTS listening scores, they are classified into beginning, intermediate and advanced groups. For the purpose of study, only beginning and advanced groups with 68 respondents are selected. Meanwhile, follow-up interviews based on the survey data are conducted individually with 10 selected subjects including five (5) higher proficiency and five (5) lower proficiency students. The survey results show that the higher proficiency group uses the three listening comprehension strategies more frequently than the lower proficiency group. The higher proficiency group uses different varieties of metacognitive strategies and socio-affective strategies more frequently than the lower proficiency group. The interview data are transcribed and analyzed through thematic analysis. The study reveals that fast speed and accent varieties are the most common difficulties for both groups; however, the lower proficiency group added another factor, i.e. vocabulary. Key words: Second language acquisition, listening comprehension strategy, academic listening 2016 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/6483/4/wang.pdf Wang, Song (2016) Listening comprehension strategies used by EFL postgraduate students / Wang Song. Masters thesis, University of Malaya. http://studentsrepo.um.edu.my/6483/
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Student Repository
url_provider http://studentsrepo.um.edu.my/
topic LB2300 Higher Education
P Philology. Linguistics
spellingShingle LB2300 Higher Education
P Philology. Linguistics
Wang, Song
Listening comprehension strategies used by EFL postgraduate students / Wang Song
description Malaysian EFL postgraduate students are facing difficulties in listening to lectures in English. Listening comprehension strategies (cognitive, metacognitive and socio-affective) play a crucial role in academic listening. The current study which employs questionnaire survey and follow-up interviews aims to investigate the use of listening comprehension strategies of first-year EFL master‟s degree students of the higher and lower proficiency groups, in order to shed some light on effective acquisition in L2 listening. A total number of 98 EFL postgraduate students responded to a demographic information questionnaire and a listening comprehension questionnaire with a likert-scale. Based on their TOEFL/IELTS listening scores, they are classified into beginning, intermediate and advanced groups. For the purpose of study, only beginning and advanced groups with 68 respondents are selected. Meanwhile, follow-up interviews based on the survey data are conducted individually with 10 selected subjects including five (5) higher proficiency and five (5) lower proficiency students. The survey results show that the higher proficiency group uses the three listening comprehension strategies more frequently than the lower proficiency group. The higher proficiency group uses different varieties of metacognitive strategies and socio-affective strategies more frequently than the lower proficiency group. The interview data are transcribed and analyzed through thematic analysis. The study reveals that fast speed and accent varieties are the most common difficulties for both groups; however, the lower proficiency group added another factor, i.e. vocabulary. Key words: Second language acquisition, listening comprehension strategy, academic listening
format Thesis
author Wang, Song
author_facet Wang, Song
author_sort Wang, Song
title Listening comprehension strategies used by EFL postgraduate students / Wang Song
title_short Listening comprehension strategies used by EFL postgraduate students / Wang Song
title_full Listening comprehension strategies used by EFL postgraduate students / Wang Song
title_fullStr Listening comprehension strategies used by EFL postgraduate students / Wang Song
title_full_unstemmed Listening comprehension strategies used by EFL postgraduate students / Wang Song
title_sort listening comprehension strategies used by efl postgraduate students / wang song
publishDate 2016
url http://studentsrepo.um.edu.my/6483/4/wang.pdf
http://studentsrepo.um.edu.my/6483/
_version_ 1738505921588363264
score 13.211869

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