The relationship between listening strategies employed by Iranian EFL freshman university students and their learning style preferences

Farinaz Shirani Bidabadi, Hamidah Yamat @ Ahmad

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The paper presents a study on the relationship between Iranian EFL freshmen's learning style preferences and the listening strategies they employ. These 92 freshmen were studying Teaching English as a Foreign Language at a University in south of Esfahan. They were randomly selected from five classes. The adapted version of Listening Strategy and Learning Style Questionnaires were administered to identify the students' listening strategies and their learning style preferences. The descriptive analysis of the listening strategy questionnaire and learning style preferences indicated that these Iranian EFL freshmen employed meta-cognitive listening strategies such as planning, directed attention and selective attention the most and in terms of learning style preferences they considered themselves as communicative learners. The Pearson Correlation analysis showed that there was a statistically significant association between learning style preferences and listening strategies employed by Iranian EFL freshman university students at p<0.01 level.

Original languageEnglish
Pages (from-to)351-359
Number of pages9
JournalEuropean Journal of Social Sciences
Volume16
Issue number3
Publication statusPublished - Oct 2010

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university
learning
student
questionnaire
foreign language
planning
Teaching

Keywords

  • EFL
  • Freshman students
  • Learning style preferences
  • Listening strategies

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

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AB - The paper presents a study on the relationship between Iranian EFL freshmen's learning style preferences and the listening strategies they employ. These 92 freshmen were studying Teaching English as a Foreign Language at a University in south of Esfahan. They were randomly selected from five classes. The adapted version of Listening Strategy and Learning Style Questionnaires were administered to identify the students' listening strategies and their learning style preferences. The descriptive analysis of the listening strategy questionnaire and learning style preferences indicated that these Iranian EFL freshmen employed meta-cognitive listening strategies such as planning, directed attention and selective attention the most and in terms of learning style preferences they considered themselves as communicative learners. The Pearson Correlation analysis showed that there was a statistically significant association between learning style preferences and listening strategies employed by Iranian EFL freshman university students at p<0.01 level.

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