Exploring Taiwan University Freshman Students Development of Listening Strategies and Self Efficacy through Extensive Listening Activities

• Main Authors: Tzu-Yao Su, 蘇子堯
• Other Authors: Jui-Min Tsai
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/etu9cp

碩士 === 淡江大學 === 英文學系碩士班 === 102 === The current study followed an action research which aimed to explore the effects of the implementation of extensive listening in Taiwan college freshman listening class. The study was conducted with forty college freshman native Mandarin speakers aged eighteen or nineteen for a period of one semester. The researcher of the study was also the participant students’ English teacher who observed, developed, and adjusted the instruction to assist and guide students to engage in extensive listening activities in and outside of the classroom. There were four major sources to collect data for the study: teacher’s notes from after-class conversation with the students, eight-week student worksheets, self efficacy questionnaire, extensive listening perception questionnaire, and semi-structured interview. The data analysis in this study aimed to answer research questions regarding listening strategies generated by students, students’ adoption of listening strategies taught in classroom, students’ self efficacy in English listening, and their perceptions on the experience in the extensive listening activities. The result showed that the participants in this study generated both cognitive and metacognitive strategies to overcome obstacles in extensive listening practice outside the classroom. They also adopted strategies instructed by the researcher in class. Regarding self efficacy, findings of the study suggest that the extensive listening help the students develop confidence to deal with listening tasks in the future. And finally, the students generally perceived the experience with the average of 36 students out of forty agree on the positive effect. However, it is also suggested that lower-level listeners may not be ready for doing extensive listening without explicit instructions.