NOTE TAKING AND LISTENING COMPREHENSION ON THE TEST OF ENGLISH AS A FOREIGN LANGUAGE

Listening comprehension becomes one of the most difficult skills for most of English learners especially EFL learners. As a foreign language, English is rarely used in communication by EFL learners in their daily life. Therefore, the learners or students always face some difficulties/problems in listening comprehension. It can be seen from the results of their tests. The purpose of this study is to investigate the problems occur in listening class of EFL students at IAIN Kudus and the solutions to overcome those problems. The EFL students in this study refer to the English Education Department students of IAIN Kudus. The participants of this study are the second semester of English Education Department students. This study is a qualitative research. Observation, interview and documentation were conducted to collect the data. By conducting this study, several problems in listening comprehension can be revealed. The listening problems encountered by the EFL students are the pronunciation (accents), speedy delivery and length of the listening, physical conditions, unfamiliar vocabularies and terminologies, and limited facility for listening. Some actions should be done to overcome these obstacles occurred during listening process. The solutions to overcome the problems are students should be focus, practice more in listening English, memorize vocabularies, and prepare a language laboratory.

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Effectiveness Of Applying Modern Methods In Foreign Language Teaching

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume03issue04-37 ◽

2021 ◽

Vol 03 (04) ◽

pp. 244-251

Author(s):

Odina Makhamadaliyevna Mukhamedova ◽

◽

Nazira Abdusamatovna Akramova ◽

Maftuna Asatullo Qizi Boboraimova ◽

Nargiza Salaxiddinovna Atabayeva ◽

...

Keyword(s):

Foreign Language ◽

Listening Comprehension ◽

Information Technologies ◽

Foreign Language Teaching ◽

Educational Process ◽

Foreign Languages ◽

Educational Technologies ◽

Skills Transfer ◽

Effective Use ◽

Day By Day

In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

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Listening Difficulties among Non-Native Speakers of Arabic

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol6iss3pp31-44 ◽

2012 ◽

Vol 6 (3) ◽

pp. 31

Author(s):

Fatma Yousuf Al-Busaidi

Keyword(s):

Foreign Language ◽

Listening Comprehension ◽

Native Speakers ◽

Real Life ◽

Strong Relationship ◽

Classroom Setting ◽

Sultanate Of Oman ◽

Constructivist Perspective ◽

Radio Programs ◽

Perspective Analysis

This qualitative study analyzed the listening difficulties of 19 students learning Arabic as a foreign language in the Sultanate of Oman from a social-constructivist perspective. Analysis of the data obtained from interviews and students’ diaries has indicated that learners experienced five listening difficulties that occurred either in the classroom setting, in their real-life conversation with Omanis or while listening to TV and radio programs. It was found that their listening difficulties were related to speed of speech, quickly forgetting what was heard, missing the next part when thinking about meaning, the inability to understand what they had heard and inability to match the sound of the word with what they already know.This paper also investigates and analyzes the causes of listening problems. The most frequent difficulties seemed to result from the lack of opportunities to practice Arabic. It has been also found that cultural differences have a strong relationship to listening comprehension problems.

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The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

International Journal of Higher Education ◽

10.5430/ijhe.v9n1p249 ◽

2020 ◽

Vol 9 (1) ◽

pp. 249

Author(s):

Ibrahim F. F. Almaagbh

Keyword(s):

Academic Performance ◽

Foreign Language ◽

Positive Impact ◽

Note Taking ◽

Efl Learners ◽

English As Foreign Language ◽

Descriptive Research ◽

The Social ◽

Independent Variable ◽

The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

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Leveraging the Power of Mobile Technology to Enhance ESP Students’ Listening Comprehension Ability

International Journal of English Language Education ◽

10.5296/ijele.v7i1.14934 ◽

2019 ◽

Vol 7 (1) ◽

pp. 84

Author(s):

Yu-Chun Wang

Keyword(s):

Foreign Language ◽

Mobile Learning ◽

Classroom Environment ◽

Listening Comprehension ◽

Practical Method ◽

Learning Performance ◽

Learning Needs ◽

Technology Enhanced Learning ◽

Positive Effects ◽

Comprehension Ability

The ubiquitous nature of mobile devices and the expanding array of mobile learning applications enable the foreign language acquisition to take place outside the traditional classroom environment. This study conducted a mobile-assisted instructional experiment where the design and development of a mobile application were accomplished to serve students with diverse learning needs in a business English communication class, and with special emphasis on the practice and improvement of listening skills. The instruments used in this study include two tests, weekly quizzes and an attitude survey. The findings demonstrated positive effects of the mobile learning on ESP students with regards to their listening comprehension. Most of the students enjoyed having access to the mobile materials specifically designed to improve their learning performance. They perceived such technology-enhanced learning as a practical method for acquiring foreign language skills, because it provided them with an opportunity to accomplish learning tasks anywhere and at any time.

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One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

Language Teaching Research ◽

10.1177/1362168819856451 ◽

2019 ◽

pp. 136216881985645 ◽

Cited By ~ 1

Author(s):

Ping-Jung Lee ◽

Yeu-Ting Liu ◽

Wen-Ta Tseng

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learners ◽

Listening Comprehension ◽

Second Language Learners ◽

Transient Nature ◽

Significant Difference ◽

L2 Learners ◽

Comprehension Aids ◽

The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

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