Listening entails the capacity to receive and comprehend messages within the communication process precisely. Consequently, within the domain of language acquisition, listening is recognised as a vital component alongside reading, writing, and speaking. Unlike other language skills, the primary objective of listening is to comprehend speech and extract its meaning rather than focusing solely on the language form itself (Sevik, 2012). This study investigates how learners perceive the utilisation of their learning strategies. In presenting the framework, the study also examines listening techniques proposed by Tuyen et al (2020), categorised into three groups: active, responsive, and attentive listening. A quantitative survey of 192 students from a Malaysian public university was carried out. The results demonstrate that students used all three categories of listening strategies in their language learning. The techniques include sustaining fluency, grasping the primary idea, negotiating meaning, scanning, nonverbal, less-active listening, and word-oriented techniques. The findings of this study can raise awareness among students about their listening strategies in language learning, offering valuable insights for educators, learners, and the broader language learning environment. It is suggested that foreign language instructors must teach students listening strategies, particularly focusing on those at lower proficiency levels. These strategies should be taught consistently and correctly to help students overcome listening challenges across different tasks.Listening entails the capacity to receive and comprehend messages within the communication process precisely. Consequently, within the domain of language acquisition, listening is recognised as a vital component alongside reading, writing, and speaking. Unlike other language skills, the primary objective of listening is to comprehend speech and extract its meaning rather than focusing solely on the language form itself (Sevik, 2012). This study investigates how learners perceive the utilisation of their learning strategies. In presenting the framework, the study also examines listening techniques proposed by Tuyen et al (2020), categorised into three groups: active, responsive, and attentive listening. A quantitative survey of 192 students from a Malaysian public university was carried out. The results demonstrate that students used all three categories of listening strategies in their language learning. The techniques include sustaining fluency, grasping the primary idea, negotiating meaning, scanning, nonverbal, less-active listening, and word-oriented techniques. The findings of this study can raise awareness among students about their listening strategies in language learning, offering valuable insights for educators, learners, and the broader language learning environment. It is suggested that foreign language instructors must teach students listening strategies, particularly focusing on those at lower proficiency levels. These strategies should be taught consistently and correctly to help students overcome listening challenges across different tasks.
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Sharif, S., Ahmad, N., Yean, C. P., Shaharuddin, G. S., & Er, C. T. (2024). Exploring Listening Strategies in Language Learning. International Journal of Academic Research in Business and Social Sciences, 14(7), 65–81.
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