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Listening comprehension strategies of Arabic-speaking ESL learners

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dc.contributor.authorAbdalhamid, Fouad, author
dc.contributor.authorFlahive, Douglas, advisor
dc.contributor.authorEhlers-Zavala, Fabiola, committee member
dc.contributor.authorHirchi, Mohammed, committee member
dc.date.accessioned2007-01-03T08:02:57Z
dc.date.available2007-01-03T08:02:57Z
dc.date.issued2012
dc.description.abstractThe main goal of this investigation was to identify the listening strategies of advanced and intermediate second language listeners in English and to compare the listening strategies of both groups of research participants. A total of 30 Arabic-speaking ESL learners were administered a listening comprehension test and a listening strategy use questionnaire. The test instrument was constructed by the researcher to serve as both a listening comprehension measure and a listening input upon which the participants could reflect with regard to their mental strategies while completing the questionnaire items. The test consisted of two lectures, each followed by subtests comprised of multiple choice and essay questions. After completing the test, participants were also asked to complete a Likert-scale questionnaire that included 20 items asking about the use of cognitive, metacognitive, and socioaffective strategies. The listening test and listening strategy use questionnaire data was run through multiple statistical tests, including factor analysis, multiple regression, and t-tests, to identify the strategies the research participants had used and explain the relationship between strategy use and listening comprehension. The results indicated that both advanced and intermediate listeners used metacognitive, cognitive, and socioaffective strategies. However, there was some variation in terms of the use of cognitive and metacognitive strategies. As far as cognitive strategies were concerned, the results revealed that the advanced listeners employed more top-down strategies than the intermediate listeners, whereas there were no significant differences in the use of metacognitive strategies. The results also indicated that cognitive strategies are the most powerful predictor of listening comprehension, followed by socioaffective strategies, whereas metacognitive strategies were the predictor that accounted the least for listening comprehension.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierAbdalhamid_colostate_0053N_11014.pdf
dc.identifierETDF2012500001ENGL
dc.identifier.urihttp://hdl.handle.net/10217/65198
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcognitive
dc.subjectsocioaffective
dc.subjectmetacognitive
dc.subjectlistening comprehension strategies
dc.titleListening comprehension strategies of Arabic-speaking ESL learners
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEnglish
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (M.A.)

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