The Language Learning Listening Strategies of EFL Students in the Jordanian Context

Abstract

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