The paper titled "Saudi Undergraduate EFL Learners' Listening Strategies" focuses on exploring the listening strategies employed by Saudi EFL learners in a university setting. The primary research question investigates the types of strategies that are most frequently used and their effectiveness in enhancing listening comprehension.
The purpose of the study is to identify the most effective listening strategies among Saudi EFL learners, with the aim of providing insights that could inform teaching practices and improve listening instruction in similar contexts. The study also aims to fill a gap in the existing research on EFL listening strategies, particularly within the Saudi context.
The methodology employed in this study involved administering the Listening Comprehension Strategy Inventory (LCSI) to 73 female Saudi undergraduate students who were enrolled in an English program at a public university. The inventory, which consists of 24 items categorized into metacognitive, cognitive, and socio-affective strategies, was used to assess the frequency of strategy use among the participants.
Key findings indicate that cognitive strategies were the most frequently used, followed by metacognitive and socio-affective strategies. Among cognitive strategies, students most commonly used their prior experience and repeated words to become familiar with sounds. Metacognitive strategies, such as using prior knowledge to understand content and predicting what will be said, were also prominent. Socio-affective strategies, though less frequently used, included developing a positive attitude toward listening and believing in the ability to understand the content.
The conclusions of the study suggest that listening strategies play a significant role in improving listening comprehension among Saudi EFL learners. The findings highlight the need for more explicit instruction in metacognitive and socio-affective strategies to complement the naturally occurring use of cognitive strategies. The study's implications underscore the importance of integrating strategy instruction into the curriculum to enhance learners' listening proficiency. Additionally, the authors recommend further research to explore the impact of different teaching approaches on the development of listening strategies.