Supatsorn Jindathai
Email: supatsorn@tni.ac.th
TNIAC 2020
Abstract
listening comprehension strategies (LCSs) employed by university students and to compare the LCSs of high-ability and low-ability learners at Thai-Nichi Institute of Technology. The samples were 103 university students from three faculties: engineering, information technology, and business administration. They took an English Proficiency Test Preparation course in the second semester of the academic year 2018. The samples included 37 male students and 66 female counterparts, random sampling was applied. The instrument used for gathering the data was a TOEIC English proficiency test to measure the students’ listening ability, and a questionnaire adapted from the Strategy Inventory for Language Learning (SILL) version 7.0, to investigate students’ listening strategies. The quantitative data were analysed using the descriptive statistics of arithmetic means, standard deviation, and t-test. The results of the study revealed that the learners mostly employed metacognitive strategies. The strategies which high-ability learners mostly used were compensation strategies whereas low-ability counterparts highly employed metacognitive strategies. The result from t-test indicated a statistically significant difference between highability and low-ability leaners (p<0.05). The study could provide insight information for English lecturers in order to assist lowability learners to learn better listening strategies and gain higher scores in taking an examination test and the TOEIC test.
Keywords—English listening strategies, English proficiency test, strategy inventory for language learning, metacognitive strategies, cognitive strategies.
