Enhancing Listening Comprehension through Repetitive Listening Practice —A Strategy-Based Approach—
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This study investigates the effects of five-time repetitive listening practice, in which 116 college students have employed various listening strategies in augmenting listening comprehension and the overall listening process. Quantitative and qualitative analyses were conducted to explore the impact of this approach. The results indicate a marginal increase in mean scores from pre-listening to post-listening tests, albeit lacking numerical significance, suggesting limited improvement potentially due to participants’ inadequate engagement in the practice. However, the participants strongly acknowledged the effectiveness of repetitive listening practice, rating all five strategies including attentive listening, listening with the script, simultaneous reading aloud and listening, note-taking, and note revision through re-listening highly, with “note revision through re-listening” emerging as the most useful. Moreover, there was a notable shift from a “medium” to a “high” level of strategy use following instruction. Qualitative data from the participants’ reflections revealed favorable reactions, highlighting the promotion of self-reflection and autonomy in study approaches, alongside enhanced metacognitive awareness in English listening. Despite its limitations, the current study has offered a strategy-based-repetitive listening guide that can be easily integrated in college English courses. This study serves as a follow-up investigation conducted by the researcher (Shin, 2023).
Abstract
This study investigates the effects of five-time repetitive listening practice, in which 116 college students have employed various listening strategies in augmenting listening comprehension and the overall listening process. Quantitative and qualitative analyses were conducted to explore the impact of this approach. The results indicate a marginal increase in mean scores from pre-listening to post-listening tests, albeit lacking numerical significance, suggesting limited improvement potentially due to participants’ inadequate engagement in the practice. However, the participants strongly acknowledged the effectiveness of repetitive listening practice, rating all five strategies including attentive listening, listening with the script, simultaneous reading aloud and listening, note-taking, and note revision through re-listening highly, with “note revision through re-listening” emerging as the most useful. Moreover, there was a notable shift from a “medium” to a “high” level of strategy use following instruction. Qualitative data from the participants’ reflections revealed favorable reactions, highlighting the promotion of self-reflection and autonomy in study approaches, alongside enhanced metacognitive awareness in English listening. Despite its limitations, the current study has offered a strategy-based-repetitive listening guide that can be easily integrated in college English courses. This study serves as a follow-up investigation conducted by the researcher (Shin, 2023).
참고문헌 (39)
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