Academic journal article Modern Journal of Language Teaching Methods

The Effects on Listening Strategies and Listening Anxiety by Listening Training Program among Efl Senior High School Students in Taiwan

Academic journal article Modern Journal of Language Teaching Methods

The Effects on Listening Strategies and Listening Anxiety by Listening Training Program among Efl Senior High School Students in Taiwan

Article excerpt

Abstract

The study mainly focused on investigating English as Foreign Language (EFL) listening anxiety and listening strategy comparing genders and language proficiency levels. The participants chosen for the study were 124 participants from a highly competitive senior high school in Taiwan. The data collection was carried out in two stages. The first investigation was conducted at the beginning of the semester. The final investigation was conducted at the end of the semester after the participants had received the listening comprehension strategy training. The participants were asked fill out the Foreign Language Listening Anxiety Scale (FLLAS) and Listening Comprehension Strategy Inventory (LCSI) questionnaires to explore the differences between the pre-test and post-test. The results of this study have stated that the scores participants got from FLLAS and LCSI were statistically negatively correlated. Regardless of gender group, the conclusion was that the degree of listening anxiety had been reduced and that their listening strategy levels had improved after receiving the listening comprehension strategy instruction. Also, the listening strategy instruction did have an impact on all of three metacognitive, cognitive, and socio-affective strategy uses and reduced the listening anxiety for the lower and intermediate proficiency level students. With respect to the high proficiency level students, results also showed no statistically significant difference on FLLAS. Results also showed a statistically significant difference on LCSI at the high proficiency level in the cognitive, socio-affective domain respectively, but not for the metacognitive domain. Implications for EFL educators to recognize the directions of instructional practices for enhancing listening comprehension are presented.

Key words: listening anxiety, listening strategies, EFL senior sigh school students

1. Introduction

There is no denying that English listening plays the key role in acquiring a language because it is a main source of language input. According to Vandergrift (2004), listening also plays a significant part in the learning of ESL (English as second language) or EFL (English as foreign language). This is because it gives the learners information from which to set up the knowledge necessary for using the language. Besides this, Mendelsohn (1994) mentions that listening is a vital role in communication. In terms of the total time spent on communication, listening takes up 40-50 %; speaking, 25-30%; reading, 11-16%; and writing, 9%. Although the instruction of listening comprehension has long been "somewhat neglected and poorly taught aspect of English in many EFL programs" (Mendelsohn, 1994, p.9), listening is currently viewed as much more significant in EFL classroom. Lu (2008) has shown that 93 % of the students thought that the English listening strategy was more vital than the other three skills (speaking, reading, and writing). However, Taiwan uses exam-oriented methods of instruction in senior high schools and no English listening exam section is included in the college entrance exam. Because of this, students are lacking in listening skills training in the classroom and in their daily lives, so most Taiwanese senior high school students' listening skills are far from adequate and that probably has a great influence on their English listening comprehension. Also, lacking English listening strategies might have an influence on English listening learning anxiety. For instance, Vogely (1998) mentioned listening comprehension anxiety and what strategies can be adopted to help learners cope with this anxiety more effectively, and that the use of listening strategies could help reduce student anxiety toward a listening comprehension activity. This study aimed to explore the effects of a listening training program on listening strategy usages and listening anxiety of the senior high school students. The results of this study will be the valuable references for both English teachers and learners to evaluate their instruction and learning listening experience in the classroom and the application in daily communication. …

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