This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the…

Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta-analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2…

This intervention study was conducted to assess the effects of three instructional approaches to L2 listening. That is, a metacognitive pedagogical cycle, an awareness-raising approach which combined reflections and short discussions of factors associated with successful L2 listening, and an approach that incorporated vocabulary as a prelistening…

Studies have documented the significance of scaffolding as a sociocultural theory driven type of assistance for the development of English as foreign language (EFL) learners' language skills in general; however, the comparative efficacy of various cognitive and/or metacognitive scaffolding procedures for EFL learners' listening comprehension…

The present study examines the impact of implementing video captioning and subtitles on listening comprehension with special reference to the speaker's speed. A total of 64 undergraduate Saudi EFL learners were assigned into six groups: fast speaker with full captioning, fast speaker with subtitles, fast speaker with no captioning nor subtitles,…

The distinguishing feature of dynamic assessment (DA) is the dialectical integration of assessment and instruction. However, how to design the targeted instruction or mediation has been relatively underexplored. To address this gap, this study proposes the attribute-based mediation model (AMM), an English-as-a-foreign-language listening mediation…

In second language listening assessment and pedagogy, practitioners hold different views on whether to repeat a listening text in contexts where inferences about listening ability are to be drawn from task performance. To address this issue, we investigated the effects of repeating the listening text (double play) on listener performance,…

This study investigates the effect of conventional and nonconventional expressions on listener comprehensibility. A forty-item comprehensibility test, including conventional expressions, interlanguage attempts, sociopragmatic deviances and alternative grammar constructions produced by French L2 (second language) speakers (N=27) was created.…

There is a growing consensus that the ability to understand and process visual information should be part of the second language (L2) listening construct; however, the findings of studies exploring the use of visuals in L2 listening assessment contexts remain inconclusive. To better understand the underlying reasons for these inconclusive results,…

In the fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an…

This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected…

Listening comprehension results are affected by various individual difference factors. This study aimed to examine the relationship between metacognitive awareness, listening anxiety, and EFL listening comprehension. To this end, data from the Metacognitive Awareness Listening Questionnaire (MALQ), Foreign Language Listening Anxiety Scale (FLLAS),…

This study explores the effectiveness of online Chinese language courses, focusing on the development of listening comprehension and Mandarin pinyin pronunciation skills among Chinese language students at the Faculty of Education, Uttaradit Rajabhat University. Utilizing a systematic approach, the research employed a pre-test and post-test design…

Listening is a major challenge for many English-as-a-foreign language (EFL) learners. Decoding training, which helps learners develop the ability to recognize words from speech, is frequently used to assist EFL learners. Although recent empirical studies on decoding training have provided positive evidence on its effectiveness in improving EFL…

Research has indicated the importance of vocabulary knowledge and background knowledge in second/foreign language (L2) listening comprehension. However, previous studies treated these two factors separately, and no study has examined the simultaneous contribution of these two factors to L2 listening comprehension. Therefore, the aim of this study…