Heliyon (Feb 2019)
Evaluating cognitive, metacognitive and social listening comprehension teaching strategies in Kuwaiti classrooms
Abstract
Listening comprehension strategies play an important role in the development of related language skills and process of language acquisition. These self-regulated strategies are focused to enhance learning comprehension and their consequences. The study aimed to evaluate the listening comprehension strategies covered by Kuwaiti ninth grade target English textbook with adherence to the teaching practices of EFL teachers. Qualitative research approach has been adopted with content analysis to assess the listening comprehension strategies. 38 teachers were selected from 16 Kuwaiti schools and involved a textbook of ninth grade. High practices have been achieved from all listening comprehension strategies. Inferencing and practicing sounds revealed as the viable strategies covered by Kuwaiti textbooks. Highest mean score has been accomplished by cognitive strategies (M = 1.87, SD = 0.16); whereas, low mean scores were examined for metacognitive strategies (M = 1.74, SD = 0.29). Evaluation strategy was considered as the most frequent application examined in all teaching units. The listening comprehension abilities are significantly affected from cognitive and metacognitive strategies to provide guidelines for EFL (English as a Foreign Language Teachers) to improvise listening comprehension skills of students. The study has concluded with the need of incorporating explicit strategy training in national listening curriculum in Kuwaiti schools to endow teachers with some guidelines to enhance learners' listening comprehension.
