THE ROLE OF LEARNING STYLES IN USING LISTENING COMPREHENSION STRATEGIES BY A GROUP OF SKILLED AND NOVICE IRANIAN EFL LISTENERS

Table of Contents

 

 

Content                                                                                                                 Page

CHAPTER ONE: INTRODUCTION

1.0. Introduction…………………………………………………………………………………… 2

1.1. Learner autonomy………………………………………………………………………….. 2

1.1.1. Learner autonomy and learner strategies………………………………… 3

1.1.2. Language learning strategies (LLSs)……………………………………….. 4

1.1.2.1. Language learning strategies taxonomies………………………… 5

1.1.2.2. Language skill strategies………………………………………………….. 9

1.1.2.3. Listening comprehension strategies (LCSs)……………………. 10

1.2. Strategy use vs. strategy teaching…………………………………………………. 12

1.2.1. Factors influencing LLS use………………………………………………….. 12

1.2.2. Factors influencing listening comprehension and

listening comprehension strategy use……………………………………………… 13

1.3. Objectives of the study…………………………………………………………………. 14

1.4. Research questions……………………………………………………………………….. 14

1.5. Theoretical framework of the study……………………………………………… 15

1.6. Significance of the study………………………………………………………………. 16

CHAPTER TWO: REVIEW OF THE LITERATURE

2.0. Introduction………………………………………………………………………………….. 18

2.1. Definition of listening comprehension…………………………………………. 18

2.1.1. The importance of listening comprehension………………………….. 19

2.1.2. Listening comprehension, a passive or an active skill?…………. 20

2.1.3. The stages of listening comprehension………………………………….. 22

2.1.4. Processes involved in listening comprehension…………………….. 22

2.2. Definitions and taxonomies of language learning strategies…………. 23

2.2.1. Definitions and taxonomies of listening

comprehension   strategies………………………………………………………………. 27

Content                                                                                                                 Page

2.3. Empirical studies on language learning strategies…………………………. 29

2.3.1. The relationship between the use of LLSs and proficiency……. 29

2.3.2. Learning styles………………………………………………………………………. 32

2.3.2.1. Learning style models…………………………………………………….. 32

2.3.2.2. Studies on the relationship between the use of

LLSs and learning styles……………………………………………………………… 34

2.3.2.3. Studies on the relationship between

listening  strategy use and listening ability…………………………………. 39

2.4. Conceptual framework of the study……………………………………………… 43

CHAPTER THREE: METHODOLOGY

3.0. Introduction………………………………………………………………………………….. 47

3.1. Participants…………………………………………………………………………………… 47

3.2. Instrumentation…………………………………………………………………………….. 48

3.2.1. Oxford Placement Test………………………………………………………….. 48

3.2.2. Felder and Solomon’s Learning Style Questionnaire…………….. 48

3.2.3. Cambridge IELTS Listening Test……………………………………………. 49

3.2.4. Strategy Inventory for Listening Comprehension (SILC)……….. 50

3.3. Procedure for Data Collection………………………………………………………. 50

3.4. Data Analysis……………………………………………………………………………….. 51

CHAPTER FOUR: RESULTS AND DISCUSSIONS

4.0. Introduction………………………………………………………………………………….. 53

4.1. Results………………………………………………………………………………………….. 53

4.1.1. Pattern of overall LCS use……………………………………………………… 53

4.1.2. Patterns of LCS category use…………………………………………………. 54

4.1.3. The prediction of the LCS use by the independent variables…. 55

4.1.4. The prediction of the LCS categories by the

independent variables…………………………………………………………………….. 56

4.1.5. The difference between novice and skilled listeners

in LCS use……………………………………………………………………………………….. 58

4.1.6. The effect of learning style on LCS use…………………………………. 59

4.1.7 The effect of learning style on LCS categories……………………….. 60

Content                                                                                                                 Page

4.2. Discussions…………………………………………………………………………………… 64

4.2.1. Pattern of overall LCS use…………………………………………………………. 64

4.2.2. The prediction of the LCS use by the independent variables…. 68

4.2.3. The prediction of the LCS categories by the

independent variables…………………………………………………………………….. 68

 

CHAPTER FIVE: CONCLUSION AND IMPLICATIONS

5.0. Introduction………………………………………………………………………………….. 72

5.1. Summary………………………………………………………………………………………. 72

5.2. Conclusions………………………………………………………………………………….. 73

5.3 Pedagogical Implications……………………………………………………………….. 75

5.4 Limitations of the study…………………………………………………………………. 77

5.5 Suggestions for further research …………………………………………………… 78

 

REFERNCES………………………………………………………………………………………….. 79

APPENDICES

Appendix A. Proficiency and listening comprehension tests………………. 97

A.1. Proficiency test……………………………………………………………………………. 97

A.2. Listening comprehension test……………………………………………………… 103

Appendix B. The English version of the questionnaires……………………… 109

B.1. Strategy Inventory for Listening

Comprehension   (SILC)……………………………………………………………………… 109

B.2. Learning style questionnaire……………………………………………………….. 119

Appendix C. The Persian version of the questionnaires……………………… 125

C.1. Strategy Inventory for Listening

Comprehension   (SILC)……………………………………………………………………… 125

C.2. Learning style questionnaire……………………………………………………….. 134

List of Tables

Tables                                                                                                                    Page

Table 1.1. Features of strategies……………………………………………………………….. 5

Table 2.1. A Comparison of Rubin’s and Oxford’s

Strategy Classification Systems……………………………………………………………….. 24

Table 2.2. A Comparison of Two Major Strategy Classification

Systems……………………………………………………………………………………………………. 27

Table 2.3. LCSs and practice activities……………………………………………………. 28

Table 2.4. Studies on the relationship between strategy use

and proficiency level………………………………………………………………………………. 31

Table 2.5. Studies on the relationship between strategy use

and learning style…………………………………………………………………………………….. 38

Table 2.6. Studies on the relationship between LCS use

and listening proficiency level………………………………………………………………… 42

Table 4.1. Mean and SD of overall LCS use and the six

categories of SILC……………………………………………………………………………………. 54

Table 4.2. Within-participants effects for the difference

between six strategy categories……………………………………………………………….. 54

Table 4.3.  Results of Bonferroni corrected t-tests for the mean

difference between strategy categories……………………………………………………. 55

Table 4.4. Multiple regression for the relationship

between independent variables and overall LCSs use……………………………… 55

Table 4.5. Partial regression coefficients for the

degree of prediction of independent variables on LCSs use…………………….. 56

Table 4.6. Multiple regression for the prediction of LCS category

Use by the independent variables……………………………………………………………. 57

Table 4.7. Partial regression coefficients for the degree of prediction

of  metacognitive strategies by the independent variables………………………. 57

Tables                                                                                                                    Page

Table 4.8. Partial regression coefficients for the degree of prediction

of social strategies by the independent variables…………………………………….. 58

Table 4.9. Partial regression coefficients for the degree of prediction

of cognitive strategies by the independent variables……………………………….. 58

Table 4.10. Results of the t-test mean scores and standard deviations

of overall LCS use by novice and skilled listeners………………………………….. 59

Table 4.11. Results of independent t-tests for each LCS category use

of novice and skilled listeners…………………………………………………………………. 59

Table 4.12. ANOVA for the effect of learning style on overall LCS use….. 60

Table 4.13. Mean scores and SDs of LCS category use by the

four groups of learning styles………………………………………………………………….. 61

Table. 4.14. ANOVA results for the effects of learning styles

on LCS category use………………………………………………………………………………… 63

List of Figures

 

 

Figure                                                                                                                   Page

Figure 1.1: Theoretical framework of the study……………………………………….. 16

Figure 2.1: Conceptual framework of the study……………………………………….. 44

Figure 5.1. Variables predicting the use of LCSs……………………………………… 73

Figure 5.2. Variables predicting the use of metacognitive strategies……….. 74

Figure 5.3. Variables predicting the use of social strategies…………………….. 74

Figure 5.4. Variables predicting the use of cognitive strategies……………….. 75

Table of Contents

 

 

Content                                                                                                                 Page

CHAPTER ONE: INTRODUCTION

1.0. Introduction…………………………………………………………………………………… 2

1.1. Learner autonomy………………………………………………………………………….. 2

1.1.1. Learner autonomy and learner strategies………………………………… 3

1.1.2. Language learning strategies (LLSs)……………………………………….. 4

1.1.2.1. Language learning strategies taxonomies………………………… 5

1.1.2.2. Language skill strategies………………………………………………….. 9

1.1.2.3. Listening comprehension strategies (LCSs)……………………. 10

1.2. Strategy use vs. strategy teaching…………………………………………………. 12

1.2.1. Factors influencing LLS use………………………………………………….. 12

1.2.2. Factors influencing listening comprehension and

listening comprehension strategy use……………………………………………… 13

1.3. Objectives of the study…………………………………………………………………. 14

1.4. Research questions……………………………………………………………………….. 14

1.5. Theoretical framework of the study……………………………………………… 15

1.6. Significance of the study………………………………………………………………. 16

CHAPTER TWO: REVIEW OF THE LITERATURE

2.0. Introduction………………………………………………………………………………….. 18

2.1. Definition of listening comprehension…………………………………………. 18

2.1.1. The importance of listening comprehension………………………….. 19

2.1.2. Listening comprehension, a passive or an active skill?…………. 20

2.1.3. The stages of listening comprehension………………………………….. 22

2.1.4. Processes involved in listening comprehension…………………….. 22

2.2. Definitions and taxonomies of language learning strategies…………. 23

2.2.1. Definitions and taxonomies of listening

comprehension   strategies………………………………………………………………. 27

Content                                                                                                                 Page

2.3. Empirical studies on language learning strategies…………………………. 29

2.3.1. The relationship between the use of LLSs and proficiency……. 29

2.3.2. Learning styles………………………………………………………………………. 32

2.3.2.1. Learning style models…………………………………………………….. 32

2.3.2.2. Studies on the relationship between the use of

LLSs and learning styles……………………………………………………………… 34

2.3.2.3. Studies on the relationship between

listening  strategy use and listening ability…………………………………. 39

2.4. Conceptual framework of the study……………………………………………… 43

CHAPTER THREE: METHODOLOGY

3.0. Introduction………………………………………………………………………………….. 47

3.1. Participants…………………………………………………………………………………… 47

3.2. Instrumentation…………………………………………………………………………….. 48

3.2.1. Oxford Placement Test………………………………………………………….. 48

3.2.2. Felder and Solomon’s Learning Style Questionnaire…………….. 48

3.2.3. Cambridge IELTS Listening Test……………………………………………. 49

3.2.4. Strategy Inventory for Listening Comprehension (SILC)……….. 50

3.3. Procedure for Data Collection………………………………………………………. 50

3.4. Data Analysis……………………………………………………………………………….. 51

CHAPTER FOUR: RESULTS AND DISCUSSIONS

4.0. Introduction………………………………………………………………………………….. 53

4.1. Results………………………………………………………………………………………….. 53

4.1.1. Pattern of overall LCS use……………………………………………………… 53

4.1.2. Patterns of LCS category use…………………………………………………. 54

4.1.3. The prediction of the LCS use by the independent variables…. 55

4.1.4. The prediction of the LCS categories by the

independent variables…………………………………………………………………….. 56

4.1.5. The difference between novice and skilled listeners

in LCS use……………………………………………………………………………………….. 58

4.1.6. The effect of learning style on LCS use…………………………………. 59

4.1.7 The effect of learning style on LCS categories……………………….. 60

Content                                                                                                                 Page

4.2. Discussions…………………………………………………………………………………… 64

4.2.1. Pattern of overall LCS use…………………………………………………………. 64

4.2.2. The prediction of the LCS use by the independent variables…. 68

4.2.3. The prediction of the LCS categories by the

independent variables…………………………………………………………………….. 68

 

CHAPTER FIVE: CONCLUSION AND IMPLICATIONS

5.0. Introduction………………………………………………………………………………….. 72

5.1. Summary………………………………………………………………………………………. 72

5.2. Conclusions………………………………………………………………………………….. 73

5.3 Pedagogical Implications……………………………………………………………….. 75

5.4 Limitations of the study…………………………………………………………………. 77

5.5 Suggestions for further research …………………………………………………… 78

 

REFERNCES………………………………………………………………………………………….. 79

APPENDICES

Appendix A. Proficiency and listening comprehension tests………………. 97

A.1. Proficiency test……………………………………………………………………………. 97

A.2. Listening comprehension test……………………………………………………… 103

Appendix B. The English version of the questionnaires……………………… 109

B.1. Strategy Inventory for Listening

Comprehension   (SILC)……………………………………………………………………… 109

B.2. Learning style questionnaire……………………………………………………….. 119

Appendix C. The Persian version of the questionnaires……………………… 125

C.1. Strategy Inventory for Listening

Comprehension   (SILC)……………………………………………………………………… 125

C.2. Learning style questionnaire……………………………………………………….. 134

List of Tables

Tables                                                                                                                    Page

Table 1.1. Features of strategies……………………………………………………………….. 5

Table 2.1. A Comparison of Rubin’s and Oxford’s

Strategy Classification Systems……………………………………………………………….. 24

Table 2.2. A Comparison of Two Major Strategy Classification

Systems……………………………………………………………………………………………………. 27

Table 2.3. LCSs and practice activities……………………………………………………. 28

Table 2.4. Studies on the relationship between strategy use

and proficiency level………………………………………………………………………………. 31

Table 2.5. Studies on the relationship between strategy use

and learning style…………………………………………………………………………………….. 38

Table 2.6. Studies on the relationship between LCS use

and listening proficiency level………………………………………………………………… 42

Table 4.1. Mean and SD of overall LCS use and the six

categories of SILC……………………………………………………………………………………. 54

Table 4.2. Within-participants effects for the difference

between six strategy categories……………………………………………………………….. 54

Table 4.3.  Results of Bonferroni corrected t-tests for the mean

difference between strategy categories……………………………………………………. 55

Table 4.4. Multiple regression for the relationship

between independent variables and overall LCSs use……………………………… 55

Table 4.5. Partial regression coefficients for the

degree of prediction of independent variables on LCSs use…………………….. 56

Table 4.6. Multiple regression for the prediction of LCS category

Use by the independent variables……………………………………………………………. 57

Table 4.7. Partial regression coefficients for the degree of prediction

of  metacognitive strategies by the independent variables………………………. 57

Tables                                                                                                                    Page

Table 4.8. Partial regression coefficients for the degree of prediction

of social strategies by the independent variables…………………………………….. 58

Table 4.9. Partial regression coefficients for the degree of prediction

of cognitive strategies by the independent variables……………………………….. 58

Table 4.10. Results of the t-test mean scores and standard deviations

of overall LCS use by novice and skilled listeners………………………………….. 59

Table 4.11. Results of independent t-tests for each LCS category use

of novice and skilled listeners…………………………………………………………………. 59

Table 4.12. ANOVA for the effect of learning style on overall LCS use….. 60

Table 4.13. Mean scores and SDs of LCS category use by the

four groups of learning styles………………………………………………………………….. 61

Table. 4.14. ANOVA results for the effects of learning styles

on LCS category use………………………………………………………………………………… 63

List of Figures

 

 

Figure                                                                                                                   Page

Figure 1.1: Theoretical framework of the study……………………………………….. 16

Figure 2.1: Conceptual framework of the study……………………………………….. 44

Figure 5.1. Variables predicting the use of LCSs……………………………………… 73

Figure 5.2. Variables predicting the use of metacognitive strategies……….. 74

Figure 5.3. Variables predicting the use of social strategies…………………….. 74

Figure 5.4. Variables predicting the use of cognitive strategies……………….. 75