Investigating the relationship between secondary school students' use of some listening strategies and their listening comprehension | ||
| المجلة التربوية لکلية التربية بسوهاج | ||
| Article 14, Volume 34, Issue 34, July 2013, Pages 31-76 PDF (1.61 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/edusohag.2013.128496 | ||
| Author | ||
| Hanan A. Abdel-Hafez Mahmoud* | ||
| Lecturer of Curricula and Methods of Teaching English- Faculty of Education - Assiut University | ||
| Abstract | ||
| The present research aimed to investigate if there is a correlation between (cognitive, meta-cognitive, and social-affective) listening strategies and secondary school students'' achievement in listening comprehension. The research group was composed of (120) first year secondary school students at Assuit City. The research instruments were: (a) a Listening Strategies Questionnaire, and (b) a Listening Comprehension Test. A statistically significant positive correlation at 0.01 level was found between the three dimensions of the listening strategies questionnaire and listening comprehension The results also showed statistically significant differences between means of scores of high and low listening achievers on the listening strategies questionnaire at 0.01 level favouring high achievers. The results revealed also that the cognitive strategies category were the best for predicting secondary school students' listening comprehension. This was determined by using the multi regression analysis. Thus, the present research revealed that cognitive, meta-cognitive, and social-affective listening strategies have positive effect on secondary school students' listening comprehension. | ||
| Keywords | ||
| relationship; secondary school; listening strategies; listening comprehension | ||
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