A Systematic Review of Recent Studies on Second Language and Foreign Language Listening Strategies

Year 2025, Volume: 1 Issue: 1, 72 - 88, 24.01.2025

Umut Ceylan

Abstract

Listening strategies have been widely regarded as a research area which can immensely help for understanding and better developing the process of teaching and learning listening. Even though the importance of understanding the various concepts around language listening strategies both in the contexts of teaching second and foreign language, the amount of research done on listening, let alone listening strategies, are lower in quantity compared to research done on the other language skills. The aim of this study is to review the studies concerning listening strategies in both the English as a Second Language and English as a Foreign Language contexts, and contexts regarding language other than English as well, to find out the current trends and emerging themes in various different contexts around the world. To do so, a systematic review of 31 articles published between 2014 and 2022 that investigated listening strategies was conducted using content analysis to see the common themes between the studies. Four common themes emerged from the process are “metacognitive listening strategy use and metacognitive awareness”, “listening strategy instruction”, “the effects of related concepts and treatments on listening strategy”, and “the identification of listening strategies used in different environments and contexts”.

Keywords

Foreign language listening strategies, Second language listening strategies, Language skills education

References

• References Alhaisoni, E. (2017). Metacognitive listening strategies used by saudi EFL medical students. English Language Teaching Journal, 10(2), 114-122.
• Al-Shammari, H. G. (2020). The impact of strategy instruction on iraqi EFL learners’ listening comprehension and metacognitive strategy use. MEXTESOL Journal, 44(4), 1-12.
• Amani, S. (2014). Metacognitive strategy instruction and pre-task planning: Impact on L2 argumentative writing ability [Doctoral dissertation]. The University of Auckland.
• Arono, Arsyad, S., Syahriman, Nadrah, & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527-546.
• Arslan, A. (2022). Investigation of secondary school students' critical reading skills and listening/watching usage strategies by structural equation model. International Journal of Progressive Education, 18(3), 309-325.
• Bang, S., & Hiver, P. (2016). Investigating the structural relationships of cognitive and affective domains for L2 listening. Asian-Pacific Journal of Second and Foreign Language Education, 1(7), 1-19.
• Bulut, B., & Ertem, İ. S. (2018). A think-aloud study: listening comprehension strategies used by primary school students. Journal of Education and Training Studies, 6(5), 135-143.
• Cao, Z., & Lin, Y. (2020). A study on metacognitive strategy use in listening comprehension by vocational college students. English Language Teaching Journal, 13(4), 127-139.
• Chamot, A. U. (2005). Language learning strategy instruction: current issues and research. Annual review of applied linguistics, 25, 112-130.
• Chang, C., & Chang, C.-K. (2014). Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity. The EUROCALL Review, 22(1), 3-19.
• Chen, L., Zhang, R., & Liu, C. (2014). Listening strategy use and influential factors in web-based computer assisted language learning. Journal of Computer Assisted Learning, 30(3), 207-219.
• Chou, C. P., & Yuan, J. K. (2011). Buxiban in Taiwan. IIAS Newsletter, 56(15).
• Chou, M.-h. (2015). The influence of topics on listening strategy use for english for academic purposes. English Language Teaching Journal, 8(2), 44-54.
• Chou, M.-H. (2016). Strategy use for listening in english as a foreign language: A comparison of academic and vocational high school students. TESOL Journal, 7(3), 513-539.
• Chou, M.-h. (2017). English language education in formal and cram school contexts: An analysis of listening strategy and learning style. International Journal of Primary, Elementary and Early Years Education, 45(4), 419-436.
• Conrad, L. (1985). Semantic versus syntactic cues in listening comprehension. Studies in Second Language Acquisition, 1, 59-72.
• Corbitt, W. K. (2017). Learning styles and metacognitive awareness: How they affect the l2 listening process of at-risk students in a modified foreign language program (MFLP). Dimension Journal of Humanities and Social Sciences, 22, 22-43.
• Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and language), 4(1), 35-50.
• Deregözü, A. (2021). The use of listening comprehension strategies in distance language education. English Language Teaching Journal, 14(10), 62-69.
• Dole, J. A., Nokes, J. D., & Drits, D. (2014). Cognitive strategy instruction. In Handbook of research on reading comprehension (pp. 371-396). Routledge.
• Fathi, J., & Hamidizadeh, R. (2019). The contribution of listening strategy instruction to improving second language listening comprehension: A case of iranian efl learners. International Journal of Instruction, 12(2), 17-32.
• Fathi, J., Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy of iranian efl learners. SAGE Open, 1-13.
• Field, J. (2008). Revising segmentation hypotheses in first and second language listening. System, 36(1), 35-51.
• Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC journal, 39(2), 188-213.
• Gönen, S. İ., & Aşık, A. (2019). A review of studies on CALL teacher education: trends and issues. In G. Y. Ekşi, L. Guerra, D. Werbińska, & Y. Bayyurt, Research Trends in English Language Teacher Educaon and English Language Teaching (pp. 343-362). University of Évora.
• Hosogoshi, K. (2016). Effects of captions and subtitles on the listening process: insights from EFL learners' listening strategies. JALT CALL Journal, 12(3), 153-178.
• Irgin, P., & Erten, I. H. (2020). Exploring the role of strategy instruction: young learners’ listening performance and strategy use. Eurasian Journal of Applied Linguistics, 6(3), 415-441.
• Kassem, H. M. (2015). The relationship between listening strategies used by egyptian efl college sophomores and their listening comprehension and self-efficacy. English Language Teaching, 8(2), 153-169.
• Katal, M., & Rahimi, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161.
• Kelly, A., Johnston, N., & Matthews, S. (2020). Online self-access learning support during the COVID-19 pandemic: An Australian University case study. Studies in Self-Access Learning Journal, 11(3), 187-198.
• Kök, İ. (2018). Relationship between listening comprehension strategy use and listening comprehension Proficiency. International Journal of Listening, 32(3), 163-179.
• Kurudayıoğlu, M., Yazıcı, E., & Göktentürk, T. (2021). Turkish teacher candidates’ self-efficacies to use listening strategies scale: a validity and reliability study. SAGE Open, 1-18.
• Lau, K.-L. (2017). Strategy use, listening problems, and motivation of high- and low-proficiency Chinese listeners. The Journal of Educational Research, 110(5), 503-514.
• Liu, J. (2012). Does cram schooling matter? Who goes to cram schools? Evidence from Taiwan. International Journal of Educational Development, 32(1), 46-52.
• López, M. N. (2017). Listening strategies instruction: effects on hong kong students’ general strategic behaviour. Asian-Pacific Journal of Second and Foreign Language Education, 2(6), 1-15.
• Lotfi, G., Maftoon, P., & Birjandi, P. (2016). Learning to listen: does intervention make a difference? The Language Learning Journal, 44(1), 107-123.
• Madarbakus-Ring, N. (2020). Learner attitudes, strategy awareness and strategy use in process-based listening. Language Education and Acquisition Research Network Journal, 13, 127-144.
• Mahdavi, N., & Miri, M. (2019). Co-shaping metacognitive awareness and developing listening comprehension through process-based instruction. International Journal of Listening, 33(1), 53-70.
• Manset-Williamson, G., & Nelson, J. M. (2005). Balanced, strategic reading instruction for upper-elementary and middle school students with reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28(1), 59-74.
• Mendelsohn, D. J. (1984). There ARE strategies for listening. TEAL Occasional Papers, 8, 63-76.
• Ngo, N. T. (2015). Some insights into listening strategies of learners of English as a foreign language in Vietnam. Language, Culture and Curriculum, 28(3), 311-326.
• Nix, J.-M. L. (2021). The relationship between presage and process: the role of id variables, l2 listening learning beliefs and listening strategies on comprehension. International Journal of Listening, 35(2), 75-99.
• Noroozi, S. S., Sim, T. S., Nimehchisalem, V., & Zareian, G. (2014). Developing an instrument for iranian efl learners’ listening comprehension problems and listening strategies. Advances in Language and Literary Studies, 5(3), 63-69.
• Nushi, M., & Orouji, F. (2020). Investigating EFL teachers’ views on listening difficulties among their learners: the case of iranian context. SAGE Open, 1-16.
• Paranapiti, K. (2018). EFL learners’ pre-listening strategy use. rEFLections, 25(1), 97-115.
• Piamsai, C. (2014). An Investigation of the Use of Listening Strategies and Listening Performance of Proficient and Non-Proficient Language Learners. PASAA Journal, 47, 147-181.
• Rahimi, M. (2012). Metacognitive listening strategies awareness in learning English as a foreign language: a comparison between university and high-school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
• Rasouli, M., Mollakhan, K., & Karbalaei, A. (2013). The effect of metacognitive listening strategy training on listening comprehension in Iranian EFL context. European Online Journal of Natural and Social Sciences, 2(1), 115-128.
• Razmi, M. H., Jabbari, A. A., & Fazilatfar, A. M. (2020). Perfectionism, self efficacy components, and metacognitive listening strategy use: a multicategorical multiple mediation analysis. Journal of Psycholinguistic Research, 49, 1047-1065.
• Rost, M. (2015). Teaching and Researching Listening: Third Edition (1st ed.). Routledge. https://doi.org/10.4324/9781315732862
• Serri, F., Boroujeni, A. J., & Hesabi, A. (2012). Cognitive, metacognitive, and social/affective strategies in listening comprehension and their relationships with individual differences. Theory and Practice in Language Studies, 2(4), 843-849.
• Taherkhani, R. (2011). Active and passive students' listening strategies. Journal of Language Teaching and Research, 2(3), 705.
• Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89.
• Vandergrift, L., Goh, C. C., Merschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462.
• Vogely, A. J. (1998). Listening comprehension anxiety: Students' reported sources and solutions. Foreign Language Annals, 31(1), 67-80.
• Wang, I. K.-H. (2018). "Strategic vocabulary learning as a complex dynamic system." learning vocabulary strategically in a study abroad contex. Palgrave Macmillan, Cham, 169-230.
• Yeldham, M. (2015). Second language listening instruction: comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach. TESOL Quarterly, 50(2), 394-420.
• Zarrabi, F. (2016). The impact of listening strategy training on the meta-cognitive listening strategies awareness of different learner types. English Language Teaching Journal, 9(5), 154-165.