Learning strategies play an important role in Second Language Acquisition.Understanding definitions and classifications of learning strategies as well as trends in resent research has important significance to foreign language teaching.

Learning Strategies in Second Language Acquisition

Mobile applications on the go have been adopted in many fields and areas. However, there has been little research regarding the development and use of a context‐aware application for users to improve their English listening comprehension through collaboration. This research aimed at helping users improve their listening comprehension with a combination of context‐aware tools and video‐based materials and attempted to investigate the learning strategies used in groups. Therefore, the researchers designed a Ubiquitous Fitness English Listening Comprehension System (UFELCS) incorporating collaborative listening activities into a fitness center. The researchers conducted mixed methods research using both qualitative and quantitative methods. The results indicate that the participants' learning performance was significantly improved. Moreover, the analysis of the interview data showed that the interviewees and their own groups held positive attitudes towards the creative ways of language learning, and their use of listening strategies was also revealed. [ABSTRACT FROM AUTHOR]

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12581

Mobile-Based Collaborative Learning in the Fitness Center: A Case Study on the Development of English Listening Comprehension with a Context-Aware Application.

Examining measurement properties of an English Self-Efficacy scale for English language learners in Korea

The present study explored listening strategy use among a group of Egyptian EFL college sophomores (N = 84). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use, and listening comprehension and self-efficacy, and 3) differences in listening comprehension and self-efficacy between students with high and low strategy frequency. A Listening Comprehension Test adapted from paper-based Longman TOEFL test was used to assess participants’ listening comprehension. Listening strategy use and self-efficacy about listening were assessed by two instruments developed by the researcher based on relevant literature: a Listening Strategy Questionnaire and a Self-efficacy Questionnaire. Descriptive statistics, correlation coefficients and t-test for independent samples were computed to answer the research questions. Results revealed that cognitive strategies were used more often by participants, followed by metacognitive and socioaffective strategies. Listening strategies correlated significantly with both listening comprehension and self-efficacy. Except for socioaffective strategies, participants with high frequent overall strategy use, cognitive strategies and metacognitive strategies outperformed their counterparts with low frequency in both listening comprehension and self-efficacy. Implications and suggestions for further research are reported.

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The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

This study investigates second and foreign language L2 learners' listening strategy use and factors that influence their strategy use in a Web-based computer assisted language learning CALL system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students enrolled in a required course in college English. A descriptive statistical analysis measures the frequency of these learners' use of overall strategies and strategy types. A multiple regression analysis identifies factors and their interactions that influence the learners' use of listening strategies. t-tests examine the characteristics and proficiency levels that affect the overall listening strategies and strategy types used by these learners. The results show that cognitive and metacognitive strategies are used most frequently. They also reveal that motivation, learning anxiety and learning styles significantly affect the learners' use of various listening strategies. The results of this study provide directions for future research into the listening strategies employed in Web-based CALL and suggest ways for strategy instruction that may improve listening comprehension for L2 learners with different characteristics in Web-based CALL.

Listening strategy use and influential factors in Web-based computer assisted language learning

This study tries to investigate the relationship between learners’ listening strategy use, cognitive, metacognitive, social/affective, while they listen to the texts and some of their individual differences. In order to study this relationship, 40 Iranian university EFL (English as a Foreign Language) students were surveyed with four structured questionnaires and an ILTES listening test. The questionnaires were Listening strategy use (Vandergrift, 1997), learning style (Soloman and Felder, 2001), motivation (adapted from Laine, 1988), and the Revised NEO- FFI. In order to comprehend whether there is a relationship between variables, and to see which group of individual differences use which listening strategy more, statistical analysis of Multiple Regression analysis, Chi Square test, one way ANOVA, at the p< 0.05 level, were used. The results suggested that there was a significant relationship between the level of motivation and the listening strategies. After motivation, learning style, also, had some effect on the listening strategies use. The other variables had no significant effect on the use of the three listening comprehension strategies. In addition it should be mentioned that social/ affective strategy was omitted in the analysis because the mean of this strategy use was so low. It means that no individual groups used this kind of listening strategy. Finally, the aim of this article was to clarify on little-investigated area, namely, listening comprehension strategies and some individual differences, and the findings discussed in the area of English language teaching.

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Fateme Serri

Papers

Cognitive, Metacognitive, and Social/Affective Strategies in Listening Comprehension and Their Relationships with Individual Differences