Comparing Male and Female Engineering Students’ Perceptions, Problems and Task-Based Needs about Academic Listening

Document Type: Original Article

Authors

Iran University of Science and Technology

Abstract

This study aimed to investigate Engineering students’ perceptions, problems, and preferred tasks about academic listening. The participants were 199 Iranian undergraduate students of Engineering at the Iran University of Science and Technology. The instruments were a questionnaire with 40 items and an interview with 3 open-ended items. Considering learners’ attitudes, both male and female learners were aware of the importance of academic listening for their success and found listening comprehension exciting. With regard to problems, both male and female learners reported that insufficient vocabulary, speed of speech, poor quality of recordings, long texts, and unfamiliar topics were their major listening problems. The findings also revealed that listening to news reports, listening to academic interview, listening to academic discussion, listening to announcement, and listening to conversation were the male students’ preferred tasks, while listening to academic interviews, listening to seminars and presentations, listening to academic discussion were the female students’ preferred tasks. 

Keywords

Main Subjects


Article Title [Persian]

تطبیق ادراکات، مشکلات و نیازهای مبتنی بر وظیفه گوش سپاری تحصیلی در دانشجویان دختر و پسر

Authors [Persian]

  • محبوبه تقی زاده
  • ندا محبتی
استادیار دانشگاه علم و صنعت ایران
Abstract [Persian]

این مطالعه با هدف بررسی ادراکات، مسائل و وظایف دانشجویان مهندسی در مورد گوش سپاری علمی انجام شده است. شرکت کنندگان 199 دانشجوی دانشکده مهندسی ایران در دانشگاه علم و صنعت ایران و ابزار جمع آوری داده ها ، پرسشنامه و مصاحبه بود. با توجه به نگرش های یادگیرندگان، هر دو گروه دانشجویان از اهمیت گوش سپاری تحصیلی در موفقیت خود آگاهی داشته و درک مطلب شنوایی را هیجان انگیز می دانستند. ازنظر هر دو گروه دانشجویان پسر و دختر واژگان ناکافی، سرعت گفتار، کیفیت ضعیف ضبط، متون طولانی و عدم آشنائی با موضوعات را اصلی ترین مشکلات دانسته اند. یافته ها همچنین نشان داد که گوش دادن به گزارش های خبری، مصاحبه ها و بحث های علمی، آگهی ها و گوش دادن به گفتگوها مورد علاقه دانشجویان پسراست در حالی که دختران دانشجو گوش سپاری به مصاحبه های علمی، سمینارها و سخنرانی ها، و مباحث آکادمیک را ترجیح می دهند.

Keywords [Persian]

  • گوش سپاری تحصیلی
  • دانشجویان فنی
  • ادراک
  • مشکلات
  • نیازهای مبتنی بر کار

Al-Hamlan, S., & Baniabdelrahman, A. A. (2015). A needs analysis approach to EFL syllabus development for second grade students in secondary education in Saudi Arabia: A descriptive analytical approach to students’ needs. American International Journal of Contemporary Research, 5(1), 118-145.

Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34, 777-786.

Batova, N. (2013). Academic listening: Is there a place for bottom-up processing? International Journal of Education and Research, 1(4), 1-10.

Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.

Chan, E. & Ham, K. (2007). EAP listening and speaking: From needs analysis to evaluation (master’s thesis). University of Hawai’I, Mānoa.

Cowling, J. D. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes, 26, 426-442.

Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.

Flowerdew, J. (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.

Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55–75.

Graham, S. (2006). Listening comprehension: The students’ perspective. An International Journal of Educational Technology and Applied Linguistics, 34, 165-182.

Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113-117.

Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.

Hasan, A. S. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13, 137–153.

Jeon, J. (2007). A study of listening comprehension of academic lectures within the construction-integration model (Doctoral dissertation). Ohio State University, Columbus.

Lee, S. H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31, 537-561.

Long, M. (2005). Methodological issues in learner needs analysis. In Long, M. (Ed.), Second language needs analysis (pp. 1-76). Cambridge: Cambridge University.

Lynch, T. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes, 10(2), 79-88.

MacDonald, M., Badger, R., & White, G., (2000). The real thing? Authenticity and academic listening. English for Specific Purposes, 19, 251-267. 

Mason, A. (1995). Student and lecturer perceptions of lecture comprehension strategies in first-term graduate study. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 199–218). Cambridge: Cambridge University Press.

Morley, J. (2001). Aural comprehension instruction: Principles and practices. In Celce-Murcia, M., Teaching English as a second or foreign language (pp. 69-85). Boston: Heinle and Heinle.

Nguyen, T. (2002). Cultural effects on learning and teaching in Vietnam. Language Annuals, 26, 2-6.

Nunan, D. (2004). Task-based language teaching, Cambridge: Cambridge University Press.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Pourfarhad, M., Azmey, A. F., & Hassani, L. (2012). Perceptions of international students on academic literacy focusing on speaking and listening skills in Malaysia. International Conference on Education and Educational Psychology, Malaysia. Malaysia: University Kebangsaan.

Qutub, M. (2012). Academic listening tasks for ESL students: Difficulties and implications. Arab World English Journal, 3(2), 31-47.

Rahimirad, M., & Raouf Moini, M. (2015). The challenges of listening to academic lectures for EAP learners and the impact of metacognition on academic lecture listening comprehension. Sage Open, 1-9.

Richards, J. C. (1983). Listening comprehension: Approach, design, and procedure. TESOL Quarterly, 17(2), 219-39.

Richards, J. C. (2005). Second thoughts on teaching listening. Regional Language Centre Journal, 36(1), 85-92.

Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. New York: Cambridge University Press.

Rost, M. (2011). Teaching and researching listening. Harlow, UK: Pearson Education Limited.

Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-217.

Salehi, M. (2010). Investigation of the English language needs of engineering students. English for Specific Purposes World, 10(31), 1-16.

Shahani, S., & Tahriri, A. (2015). The impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners’ listening comprehension. SAGE Open, 5(2), 1-8.

Silberstein, S. (1994). Techniques and resources in teaching reading. Oxford: Oxford University Press.

Solak, E., & Altay, F. (2014). Prospective EFL teachers’ perceptions of listening comprehension problems in Turkey. Journal of International Social Research, 7(30), 190-198.

Stepanovienė, A. (2012). Barriers to academic listening: Research perspectives. Sustainable Multilingualism, 1, 134-141.

Sullivan, A. O. (2011). The importance of effective listening skills: Implications for the workplace and dealing with difficult people (Master’s thesis). University of Southern Maine, USA.

Teng, H. C. (2002). An Investigation of EFL Listening Difficulties for Taiwanese College Students. Selected Papers from the Eleventh International Symposium on English Teaching/ Fourth Pan-Asian Conference (pp. 526-533). Taipei: Crane.

Ulum, Ö. G. (2015). Listening: The ignored skill in EFL context. International Journal of Humanities Social Sciences and Education, 2(5), 257-270.

Willis, J. (1996). A flexible framework for task-based learning. Oxford, UK: Addison Wesley Longman.

Yagang, F. (1994) Listening: Problems and solutions. In T. Kral (ed.) Teacher development: Making the right moves. Washington, DC: English Language Programs Division, USIA.

Yang, M. N. (2011). A study on EFL learners’ listening comprehension difficulties by using listening diaries. Journal of Chang Gung Institute of Technology, 14, 133-147.