• International Journal of Contents
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• 제16권4호
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• pp.50-67
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• 2020

This study investigated whether writing weekly listening logs could influence college English learners' metacognitive awareness and listening proficiency. In addition, the Metacognitive Awareness Listening Questionnaire (MALQ) was applied to examine the learners' knowledge of their listening process. It is process-oriented research conducted by analyzing the MALQ and students' listening logs as to how their metacognitive awareness and listening proficiency have changed during the semester. Eighty-nine students who took an English listening practice course at a university participated in this study. The research findings are as follows. First, it turned out that there was a significant relationship between EFL university students' listening comprehension and some subscales of metacognitive awareness. Second, the students had an opportunity to reflect on learning through regular listening activities, and weekly listening logs, which included important information about listening process and practice. Third, as the students' listening proficiency increased at the end of the semester, it was found that introducing listening logs along with classroom lessons helped the students improve their listening ability. Finally, the high proficiency group students used multiple strategies simultaneously, regardless of the type of listening strategies, while the low proficiency group students used one or two limited listening strategies. However, the low proficiency group students may have had trouble expressing their ideas in English or recognizing the listening strategies they used, not because they did not use a lot of listening strategies. Therefore, teachers should regularly check if students are following their instructions and help them use appropriate strategies for better understanding.

• 영어어문교육
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• 제17권1호
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• pp.165-190
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• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

• 영어어문교육
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• 제12권3호
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• pp.25-49
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• 2006

Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

• 영어어문교육
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• 제15권4호
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• pp.177-197
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• 2009

This study investigated the effects of dictation practice, in terms of listening proficiency and the use of listening strategy. The research was implemented for 15 weeks with 89 freshmen and sophomores at a Korean university. The subjects were divided into an experimental group and a control group. All conditions were the same in both groups, except that the experimental group had dictation practice on a regular basis in their listening classes through one semester. For the purpose of the study, two research questions were set; 1) Does dictation practice improve listening proficiency? 2) What are the differences in the use of listening strategies between the two groups? Does dictation practice make the participants use different listening strategies? A sample TOEIC listening test was conducted as a pre-test and post-test. A questionnaire was used to find out the differences in the use of listening strategies between the two groups. The results of this study reveal that there was no statistically difference in improvement between the two groups; however, the experimental group scored much higher on the post-test than the pre-test compared with the control group. In regard to listening strategies, among 6 listening strategies, the use of metacognitive listening strategies had a significant difference between the two groups. On the basis of the results, the study suggested some guidelines for dictation practice in EFL listening classes and called for more studies on its effects.

• 영어어문교육
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• 제15권4호
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• pp.345-364
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• 2009

This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

• 영어어문교육
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• 제18권1호
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• pp.153-169
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• 2012

This study reviews an English enhancement course implemented for medical and nursing college students of 2011 to improve their standardized English test scores. A total of 117 first-year students underwent the pre-test and the post-TOEIC in November 2011. After the pre-test, lectures on listening enhancement strategies and problem solving tactics on reading comprehension were supplemented with 4 times of enhancement-tests. Their pre- and post-TOEIC results were compared to see if such enhancement strategies were effective to improve their TOEIC scores. It was further to investigate, through survey questionnaires, how the subjects felt about a number of pre-test-type TOEIC exercise with what-to-listen and how-to-infer listening strategies and pattern-drill practices for reading comprehension. It was found that the scores of listening comprehension improved significantly for both major students whereas reading scores showed slight decrease among nursing majors. It is concluded that administering numerous pre-test-type-TOEIC exercise is effective for students to improve their listening scores supplemented with listening strategies Also, students' response showed positive toward the enhancement course.

• 한국어교육
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• 제29권3호
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• pp.145-163
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• 2018

The purpose of this study was to identify the necessity of research for increasing French language learners and to examine their use of listening strategies according to their proficiency as a basic study for their continuous learning and communication skills. In the case of French language Korean learners, both the beginner and intermediate learners used the upper cognitive strategy most frequently. However, the cognitive strategy, which has been mentioned as a frequently used strategy in previous studies, was found to be the least used in this study. This finding can be attributed to differences in mores and mastery of prior studies and research subjects. The cognitive strategy was lower in both the beginner and intermediate levels, but the level of use increased significantly in the intermediate level compared to the beginner level, showing only statistically significant differences in the usage patterns according to the proficiency level among the four listening strategies.

• 과학교육연구지
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• 제42권3호
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• pp.273-292
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• 2018

강의는 주된 수업 형태이며, 학생들의 가장 일반적인 활동은 청취이다. 따라서 학생들을 교육하기 위하여 청취유형을 분석한다면 효율적이고 긍정적인 변화가 기대된다. 뿐만 아니라 학습자 중심의 교육이 강조됨에 따라 학습자의 특성이 중요해지고, 자기 주도적 학습을 위해 학생들의 학습전략의 가치는 높아진다. 따라서 이 연구에서는 5, 7, 10학년 학생들을 대상으로 설문 조사를 통해 얻은 데이터를 통계 분석하여 청취유형과 학습전략에 따라 과학 성취도에 차이가 있는지를 조사하였다. 본 연구의 결과는 다음과 같다. 첫째, 학생들의 청취유형과 학습전략이 성별 간에 큰 차이를 보인다. 둘째, 학생들의 청취유형과 학습전략은 학년별로 큰 차이를 보인다. 셋째, 청취유형 중 과제 중심 및 비판적 유형의 수준은 과학 성취도에 의미있는 영향을 미친다. 넷째, 청취유형, 학습전략 및 과학 성취도는 서로 유의미한 상관관계를 지닌다. 마지막으로 학습전략과 과학 성취의 측면에서 볼 때 기본적이고 복합인지 전략이 과학 성취와 양의 상관관계를 가진다.

• 디지털융복합연구
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• 제16권3호
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• pp.37-45
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• 2018

이 연구의 목적은 블렌디드 러닝으로 듣기 수업에 참여하는 대학생들을 대상으로 영어 듣기능력이 향상한 학생과 향상하지 않은 학생들 사이에 언어학습전략 사용과 언어학습믿음에 차이가 있었는지를 알아보고 듣기성취와 언어학습전략, 언어학습믿음 사이에 관계가 있는지 조사하는 것이다. 이를 위해 69명의 참여자들은 언어학습전략과 언어학습믿음 설문에 응답하고, 사전 사후 듣기 시험을 보았다. 요인분석으로 추출된 요인을 이용하여 성적이 오른 집단과 오르지 않은 집단의 차이를 분석한 결과, 두 집단 사이에 유의미한 차이가 있었다. 영어 듣기능력이 향상된 학생은 언어학습전략을 더 많이 사용하고 있었고, 언어학습믿음에서 더 높은 동기를 갖고 있었다. 동기에 대한 믿음이 높은 학생들은 인지전략과 초인지전략을 더 많이 사용했다. 이 연구는 학습자의 학습믿음과 학습전략 중 영어 듣기능력 향상에 영향을 주는 요인을 제공하여 콘텐츠 개발과 교수법에 기여할 수 있다는 점에서 의의가 있다.

• 영어어문교육
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• 제17권1호
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• pp.101-124
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• 2011

This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.