ESL College Students’ Self-reported Use of Strategies to Comprehend Academic Lecture and the Roles of Gender, Major, L1, Motivation, and Learner Belief

dc.contributor.author	Yang, Weiwei
dc.contributor.author	Kim, Eun-Jeong
dc.date.accessioned	2011-06-09T21:42:06Z
dc.date.available	2011-06-09T21:42:06Z
dc.date.issued	2005
dc.description.abstract	The current study intends to examine listening comprehension strategies of ESL college students in comprehending their real-world academic lectures. Specifically, through survey method, it intends to answer questions such as the reliability of self-perceived questionnaire in measuring strategies, frequency of the use of different cognitive, metacognitive, compensatory strategies, and the relations of such use in diverse personal traits such as major, motivation, and belief. The analysis of 37 participants’ survey responses revealed that high reliability of the questionnaire items. Also, it showed that metacognitive strategies were the most frequently used, and variables of gender, major, L1, motivation and learner belief did not predict any difference in the overall strategy use and in other types of strategies.
dc.format.extent	48 pages
dc.identifier.uri	http://hdl.handle.net/10125/20217
dc.subject	listening strategy
dc.subject	compensation strategy
dc.subject	listening comprehension
dc.subject	self-report
dc.title	ESL College Students’ Self-reported Use of Strategies to Comprehend Academic Lecture and the Roles of Gender, Major, L1, Motivation, and Learner Belief

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