Abstract
This paper discusses the findings of a qualitative study on the strategies employed by Iranian freshmen in extensive listening. A group of 12 freshman university students were purposefully selected based on their scores in the Oxford Placement Test administered. Four learners were identified as advanced, four as intermediate, and four as lower intermediate. A semi-structured interview was then conducted from which six of them were identified for the think-aloud protocol to elicit the strategies they employed. The analysis of the interviewees' interview and think-aloud data generated six major themes. One theme - concentration/attention - described metacognitive strategies; three themes - visualization, note-taking, and inferencing by guessing and using cues and background noise - described cognitive strategies; and two themes - communicating and skipping - described additional strategies. The implication of the study is that these strategies used in extensive listening by English as a foreign language learners need to be explicitly taught and the learners also need to listen to their target language more and more to improve their listening skills by using more top-down strategies.
| Original language | English |
|---|---|
| Pages (from-to) | 23-41 |
| Number of pages | 19 |
| Journal | International Journal of Qualitative Studies in Education |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2014 |
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Keywords
- EFL
- extensive listening
- freshman
- listening proficiency
- listening strategies
ASJC Scopus subject areas
- Education
Cite this
Strategies employed by Iranian EFL freshman university students in extensive listening : a qualitative research. / Bidabadi, Farinaz Shirani; Yamat @ Ahmad, Hamidah.
In: International Journal of Qualitative Studies in Education, Vol. 27, No. 1, 2014, p. 23-41.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Strategies employed by Iranian EFL freshman university students in extensive listening
T2 - a qualitative research
AU - Bidabadi, Farinaz Shirani
AU - Yamat @ Ahmad, Hamidah
PY - 2014
Y1 - 2014
N2 - This paper discusses the findings of a qualitative study on the strategies employed by Iranian freshmen in extensive listening. A group of 12 freshman university students were purposefully selected based on their scores in the Oxford Placement Test administered. Four learners were identified as advanced, four as intermediate, and four as lower intermediate. A semi-structured interview was then conducted from which six of them were identified for the think-aloud protocol to elicit the strategies they employed. The analysis of the interviewees' interview and think-aloud data generated six major themes. One theme - concentration/attention - described metacognitive strategies; three themes - visualization, note-taking, and inferencing by guessing and using cues and background noise - described cognitive strategies; and two themes - communicating and skipping - described additional strategies. The implication of the study is that these strategies used in extensive listening by English as a foreign language learners need to be explicitly taught and the learners also need to listen to their target language more and more to improve their listening skills by using more top-down strategies.
AB - This paper discusses the findings of a qualitative study on the strategies employed by Iranian freshmen in extensive listening. A group of 12 freshman university students were purposefully selected based on their scores in the Oxford Placement Test administered. Four learners were identified as advanced, four as intermediate, and four as lower intermediate. A semi-structured interview was then conducted from which six of them were identified for the think-aloud protocol to elicit the strategies they employed. The analysis of the interviewees' interview and think-aloud data generated six major themes. One theme - concentration/attention - described metacognitive strategies; three themes - visualization, note-taking, and inferencing by guessing and using cues and background noise - described cognitive strategies; and two themes - communicating and skipping - described additional strategies. The implication of the study is that these strategies used in extensive listening by English as a foreign language learners need to be explicitly taught and the learners also need to listen to their target language more and more to improve their listening skills by using more top-down strategies.
KW - EFL
KW - extensive listening
KW - freshman
KW - listening proficiency
KW - listening strategies
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U2 - 10.1080/09518398.2012.737042
DO - 10.1080/09518398.2012.737042
M3 - Article
VL - 27
SP - 23
EP - 41
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
SN - 0951-8398
IS - 1
ER -