LIWANAGAN, Maryjoice C.

September 19, 2022

Annotated Bibliography

Topic: Issues and Methods for enhancing secondary pupils’ listening comprehension in English.

1. A significant association has been found between listening strategy education and motivation in
earlier studies looking at the topic. However, no one of these studies' participants was engaged
in an intensive English program, and they all spoke the same first language (L1) (IEP). In an IEP
classroom with students from various L1s, the purpose of this study is to look into the
relationship between listening motivation and listening strategy training. The English Listening
Comprehension Motivation Scale (ELCMS) was used to measure listening motivation, while the
Metacognitive Awareness Listening Questionnaire was used to monitor strategy utilization
(MALQ).
Rivera et. Al (2021). The effects of metacognitive listening strategy instruction on ESL learners’
listening motivation. Research Papers in Language Teaching and Learning, Vol. 11, No. 1

2. This study uses the Metacognitive Awareness Listening Questionnaire (MALQ) in a Preparatory
Year Deanship to identify the metacognitive listening comprehension strategies (MLCS) of 320
Saudi English for Specific Purposes (ESP) students (178 men and 142 females). Participants used
problem-solving, directed attention, and person knowledge more (higher-moderately) than
planning, evaluation, and mental translation, according to the descriptive statistical analysis of
the data (lower-moderately). Problem-solving was the most common set for female
participants, whereas directed attention was the most prevalent set for male participants.
Mental translation was the group that both sexes found least interesting.

Nasim et al. (2022). Identifying Metacognitive Listening Comprehension Strategies of Saudi ESP
Students. FWU Journal of Social Sciences; Peshawar Vol. 16, Iss. 2,

3. This study, which is grounded in Vygotskian sociocultural theory, aims to investigate how Iranian
male and female students' listening comprehension skills have changed as a result of
computerized group dynamic assessment (GDA) using software. 140 participants were
separated into male and female students in the experimental and control groups, and listening
comprehension pre- and post-tests were administered to each group. In the study, there were
35 male and 35 female students in each group. In order to work collaboratively on the chosen
listening comprehension tasks, participants in the experimental groups were exposed to GDA,
and the teacher also offered the necessary assistance.

Shahin, A. D., & Davood, M. H. (2022). The impact of computerized group dynamic assessment
on iranian EFL learners’ listening comprehension across gender.  Journal of Language
Horizons,  6(1), 205-224. doi: https://doi.org/10.22051/lghor.2021.34839.1440
4. This study aimed to categorize the metacognitive listening comprehension strategies (MLCS) of
Arab EFL learners in the Preparatory Year Deanship (PYD), Prince Sattam bin Abdulaziz University
(PSAU), Saudi Arabia. It was based on the idea that the higher the metacognitive awareness is,
the more successful the learners are, or vice versa. The Metacognitive Awareness Listening
Questionnaire (MALQ) data of 353 participants (237 men and 116 women), gathered and
analyzed using descriptive statistical methods, revealed that all individuals were higher
moderate users of all five subscales constructed out of 21 strategies.

Saleem, M. N. (2022). Metacognitive listening comprehension strategies of arab english

language learners.  Education Research International,  2022 doi:
https://doi.org/10.1155/2022/9916727

5. During the early stages of teaching second languages, listening was neglected as a crucial
component of language learning and was thought to be a passive skill that could be learned on
its own. As the years of teaching second languages passed, listening issues and challenges arose,
impeding the learning of second languages. The idea that listening comprehension would
develop automatically seemed to be false. In order to help learners, enhance their
comprehension in a particular listening situation, theorists and researchers in the field came up
with the idea of constructing rigorous theories to first redefine the listening process and then
set clear-cut and precise standards. Taking a fresh look at the listening comprehension, at a
certain moment in time in the history of second language acquisition.

Nazarieh, M., Razmi, M. H., Azizian, M., & Ghani, M. U. (2022). A brief history of listening
comprehension in second language teaching and learning.  Education Research
International,  2022 doi: https://doi.org/10.1155/2022/3894457

6. While the impact of Readers Theater (RT) on oral reading fluency in English has been thoroughly
studied, there has been little study on how RT affects reading and listening comprehension in
English among adolescents. The purpose of this study was to investigate the effects of RT
training on English as a Foreign Language (EFL) learners' reading and listening comprehension
skills, particularly in adolescent learners. Two entire classes of 68 seventh-graders from central
Taiwan participated in this article's 10-week quasi-experimental design. Nine students were
interviewed for a thorough analysis in addition to pretests and posttests on English reading and
listening comprehension. The findings showed that the experimental group outperformed the
control group on reading comprehension but not on listening comprehension, statistically
substantially.

Chih-Cheng, L., Hsifu, W., & Yi-Shuang, L. (2021). The effect of readers theater on EFL seventh-
graders’ reading and listening comprehension.  Sage Open,  11(3)
doi:https://doi.org/10.1177/21582440211038388

7. We were inspired to investigate the effects of this online resource on the listening abilities of
Indonesian EFL learners given the popularity of TED Talks, which are freely available online. 70
intermediate-level respondents from Indonesia were chosen for the study using the Oxford
 Quick Placement Test (OQPT). Following that, they were divided into two groups: an
experimental group (EG) and a control group (CG). After that, both groups had a listening test.
Following that, the EG participants viewed TED Talks on their mobile devices, while the CG
participants spent 13 sessions improving their listening skills using the course textbook's DVDs
and CDs. The participants in both groups took a listening skills posttest after the treatment, and
the results were then run through running analysis.

Shouket, A. T., Vadivel, B., Uribe-Hernández, Y. C., Ismail, S. W., & Mir Mohammad, F. H. (2022).
The impact of using TED talks as a learning instrument on enhancing indonesian EFL learners’
listening skill.  Education Research
International,  2022 doi:https://doi.org/10.1155/2022/8036363

8. The two most crucial abilities that students must master are speaking and listening. The
students can readily engage with others thanks to their abilities. Speaking and listening skills can
be taught using a variety of techniques. Using animated videos is one of the ways. Due to their
curiosity, many students of all ages still like viewing animation videos. Because they provide
visual context aids that help students comprehend and enhance their learning abilities,
animation videos can aid in student comprehension. 

Amalia, R. (2017). Improving Listening And Speaking Skills By Using Animation Videos And
Discussion Method. Pedagogy: Journal of English Language Teaching. 2(1), 30-36

9. The effects of English captions, Turkish captions, or no captions on the listening comprehension
of EFL learners at the intermediate and low intermediate levels were examined in this study. 30
primary school children in Grades 6–8 took part in the study in whole groups. The participants
took a 20-item multiple-choice listening comprehension exam after seeing the first 19 minutes
of the movie Harry Potter and the Order of the Phoenix with either English captions, Turkish
subtitles, or no captions.

Başaran, H. F., & Köse, G. D., (2012). The effects of captioning on EFL learners’ listening
comprehension. Procedia - Social and Behavioral Sciences, 70(2013), 702-708

10. EFL students have a harder time learning listening skills than native English speakers. According
to an investigation conducted at multiple high schools in Padang, the importance of listening
skills in the teaching and learning of English is almost completely overlooked for a variety of
reasons, including the restricted availability of listening materials and opportunities for practice.
While it can be challenging for teachers to develop appropriate media to teach listening, it can
be equally challenging for students to locate proper listening materials for practice.

Elfiona, E., et al., (2019). Mobile-Based Media as the Solution in Teaching and Learning Listening
Skill. International Conference on Education, Science and Technology
11. Given that there are no rules like there are when teaching grammar, teaching listening
comprehension is one of the most important and challenging jobs for any foreign language
teacher. This study looked at how much students' listening comprehension improves when they
watch movies with or without subtitles, as well as how they feel about this instructional aid. 38
pupils were assessed on their listening skills by pretest and posttest in 2013 at an English-
language private school in Novi Sad. The rating system used a five-point Likert scale.

Safranj, J. (2014). Advancing Listening Comprehension Through Movies. Procedia - Social and
Behavioral Sciences, 191(2015), 169 – 173.

12. The study's goal was to determine how video captioning affected the listening comprehension of
Iranian EFL students. A total of uniformed students from Safir English Language Institute in Ilam,
Iran, participated in the study. Two groups of pupils were randomly selected to undergo
treatments. Both teams viewed a videotape with 10 quick episodes totaling 20 minutes of
English teaching. The presence of the film's caption distinguished these two groups; the
experimental group watched the movie with an English subtitle, while the control group viewed
the movie without one.
Habib Gowhary, H. et al., (2014). Investigating The Effect Of Video Captioning on Iranian EFL
Learners' Listening Comprehension. Procedia - Social and Behavioral Sciences, 192(2015), 205 –
212.

13. It might be difficult for teachers to teach listening skills to pupils who are learning English as a
second language. Using audio-visual materials, this classroom action research (CAR) aims to
enhance students' listening skills. Students at the University of Bengkulu Diploma Program's
Listening for Lecture course are the focus of this study. The two progress cycles used in this
study were planning, observation, action, and reflection.
Hardiah, M., (2019). Improving Students Listening Skill by Using Audio Visual Media. Al-Lughah
Jurnal Bahasa, 39-49

14. This essay explores a strategy for enhancing pupils' listening skills. Students can access resources
from native English speakers' oral communication in the listening course, which primarily
focuses on linguistic expressions. The students like watching English movies as one of their
favorite pastimes. Students are exposed to a broad range of terminology and the genuine
context of language through watching English films.

Humiras Betty MarlinaSihombing. et al., (2018). Improving Students’ Listening Abilityby

Watching English Films. Jurnal Littera / Fakultas Sastra Universitas Darma Agung, 1, 47-66

15. Technology can be used to teach a variety of abilities, including speaking, reading, writing, and
listening. Utilizing captions for educational reasons has been a useful motivator for doing study
on the impact of captions on listening skills with regard to this topic. However, it appears that
there is a gap in the research about the effectiveness of captioned movies in enhancing listening
comprehension in the classroom.
 Janfaza, A. et al., (2014). Impacts of Captioned Movies on Listening Comprehension.
International Journal of Education and Literacy Studies, 2(2), 80-84.

16. The study's primary objectives were to look into the use of contextual video in enhancing pupils'
understanding finding out how the students feel about using contextual video in listening
practice in relation to their psychology and English language proficiency. Eight grade junior high
school students were divided into two groups for the study: the experimental class and the
control class.
Kamilah, M. (2013). The Use Of Contextual Video To Improve Students` Listening Ability. Journal
of English and Education, 1(1), 122-132

17. The use of songs in the teaching of foreign languages has both supporters and opponents. The
use of songs in the educational process, particularly during listening lessons, helps students
develop their listening skills as one of their valuable techniques to deal with listening skill issues.
English songs are engaging, so they can encourage participation from the students and help
them perform better on listening tasks.

Lestary, W.,Seriadi, N. (2019). The Use Of Songs To Improve Students’ Listening Comprehension
Ability. Yavana Bhāshā: Journal of English Language Education, 2(2), 34-45

18. The participants discovered that mobile learning improved their motivation, increased their
exposure, raised their vocabulary, and offered simple access to learning whenever and wherever
it was needed. However, they underlined a few difficulties with mobile software design, phone
screen sizes, network connections, and the suitability of the listening content. The study made
various recommendations and consequences for schooling based on its findings.

Al-Shamsi, A., Al-Mekhlafi, A. M., Al Busaidi, S., & Hilal, M. M. (2020). The Effects of Mobile
Learning on Listening Comprehension Skills and Attitudes of Omani EFL Adult Learners.
International Journal of Learning, Teaching and Educational Research, 19(8), 16-39.

19. Students struggle greatly with listening comprehension because writing, reading, and vocabulary
are given higher importance in universities and schools. Many courses materials place little
emphasis on listening, and most instructors do not emphasize this essential ability in their
lessons.
Azmi, B. M., Celik, B., Yidliz, N., & Tugrul, M. C. (2014). Listening Comprehension Difficulties
Encountered by Students in Second language Learning Class. Journal of Educational and
Instructional Studies in the World, 4(4), 1-6.

20. The research found a number of issues that teachers who instruct students in listening help
advance the difficulty of hearing. These issues can be broken down into language and
nonlinguistic issues.

Hwaider M. (2017) International Journal of Scientific and Research Publications, Volume 7

Problems of Teaching the Listening Skill to Yemeni EFL Learners. Volume 7