The language learning listening strategies of EFL students in the Jordanian context

Abstract EN

The purpose of this study was to investigate the listening comprehension processes and listening strategies used by two groups of students from Mu'tah University (namely English majors and English class-teachers).

Three different types of listening strategies were used to elicit the data: metacognitive, cognitive, and social affective.

Sixty-four Jordanian 2nd year university students (English majors n=32 and English class teachers n=32) participated in the study.

Qualitative (interviews) and quantitative (questionnaires) methods were adopted.

The data analysis indicated the participants were likely to pay selective attention, to takenotes, and to ask their colleagues when they do not understand English in class.

To maintain students’ positive attitudes, the teacher might consider providing interaction by allowing the students to express themselves in the classroom.

A major recommendation of this study is that greater emphasis be on interactive listening which would, in turn, promote the communicative language ability of Jordanian university students of English in their English lessons.(Keywords: Teacher, Student, English, Foreign Language, Teaching).