A Study on College Students’ Perception about Repetitive English Listening with Different Strategies
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Teaching listening skills to English as a Foreign Language (EFL) students is crucial, yet it can be challenging. Because of this, there have been many studies regarding how to teach English listening more effectively and efficiently. This study has made an attempt to delve into how students perceive five-stepwise listening practice using different methods while they are listening. To that end, a total number of 87 college students have participated in this study. In order to find their perception and listening effects, the current study has collected students’ reflection on each listening step with its effectiveness. Basically, the students felt the five suggested repetitive listening activities useful and they were willing to use the instructed guidelines in their future listening practice. To investigate whether there was a change in their listening strategy use, a pre- and post-instruction questionnaire based on the Strategy Inventory for Language Learning (SILL) was administered. Analysis using a t-test in SPSS indicated that listening strategy use increased noticeably after the instruction. Also, among the five different listening strategies, students’ preference and perception on each listening method were found to differ and so were the reasons why they felt that way. Although there are some limitations of this study, it has provided a repetitive listening guide, which can be used in class with ease.
Abstract
Teaching listening skills to English as a Foreign Language (EFL) students is crucial, yet it can be challenging. Because of this, there have been many studies regarding how to teach English listening more effectively and efficiently. This study has made an attempt to delve into how students perceive five-stepwise listening practice using different methods while they are listening. To that end, a total number of 87 college students have participated in this study. In order to find their perception and listening effects, the current study has collected students’ reflection on each listening step with its effectiveness. Basically, the students felt the five suggested repetitive listening activities useful and they were willing to use the instructed guidelines in their future listening practice. To investigate whether there was a change in their listening strategy use, a pre- and post-instruction questionnaire based on the Strategy Inventory for Language Learning (SILL) was administered. Analysis using a t-test in SPSS indicated that listening strategy use increased noticeably after the instruction. Also, among the five different listening strategies, students’ preference and perception on each listening method were found to differ and so were the reasons why they felt that way. Although there are some limitations of this study, it has provided a repetitive listening guide, which can be used in class with ease.
참고문헌 (45)
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