Great

rEFLections
Vol 25, No.1, January – June 2018
EFL Learners’ Pre-Listening Strategy Use

KORAPIN PARANAPITI
Department of Western Languages, Faculty of Humanities,
Kasetsart University, Bangkok, Thailand
Author e-mail: fhumkpp@ku.ac.th.
To investigate pre-listening strategy use of Thai EFL learners, the pre-listening strategy use
questionnaire and the listening quiz paper were administered to collect data from 48 Thai
EFL learners. The quantitative data indicated that the participants were well aware of the
strategy of finding out about the task and were certain of using it. However, the participants
may not be well aware of the other strategies and may not perceive using these strategies
at their best effort. The qualitative data seemed to indicate correspondingly. The findings of
the present study can be used as springboard for listening activity design as well as for
further research.
Keywords pre-listening strategies, metacognitive strategies, strategy use questionnaire,

Thai EFL learners
INTRODUCTION
Listening plays an important role in daily life communication as Richards (2008, as cited in
Esmaeili, Taki, & Rahimian, 2017) rationalizes that listening is the most widely and frequently
used language skill. This also holds true for English as a foreign language (EFL) learning
practice. As Owolewa and Olu (2017) point out, listening comes first before speaking, reading,
and writing in the process of acquiring a language. Naturally, learners perform a receptive skill of
listening receiving input before they perform a productive skill of speaking or writing (Esmaeili,
Taki, & Rahimian, 2017). Considering the aforementioned natural order, the development of
listening can take part in refining other language skills (Bei & Xinguang, 2017). In addition to
its being the first skill in the order of language acquisition, listening can also be said to furnish
a substantial source of language input for not only children or young learners but also adults
(Owolewa & Olu, 2017). Therefore, listening is a fundamental skill for communicators and
by all means for EFL learners.
Regrettably, mastery of listening skill for EFL learners comes by no means easily (Bei &
Xinguang, 2017). Esmaeili, Taki, and Rahimian (2017) comment based on the claim of Arnold
(2000, as cited in Esmaeili, Taki, & Rahimian, 2017) and Goh (2000, as cited in Esmaeili, Taki,
& Rahimian, 2017) that the desire for improvement in listening causes many language learners
feeling of dissatisfaction and based on Graham’s (2011, as cited in Esmaeili, Taki, & Rahimian,
2017) report that only a very small number feel the otherwise in their listening skill. The source
of the problems may partially come from how listening is taught in EFL classroom. Contrary
to its justified importance of being a fundamental language skill and a substantial source of
language input, listening is not taught in class and, instead, assumed to develop automatically
in concurrent with the development of other language skills (Vandergrift & Goh, 2012, as
cited in Chou, 2017). Ironically, when it comes to language instruction, listening is hardly
97
rEFLections
perceived valuable (Owolewa & Olu, 2017) and may, therefore, not receive as much
attention as other skills.
Owolewa and Olu (2017) describe the practice of teaching listening in a classroom as
“embarrassing”. They describe that in a listening task, students may appear to be listening
through their ears while their brains may not know what to do with those aural input their ears
take in. Needless to say, this brings about frustration to not only students but also language
teachers who are in need of how to better the situation (Owolewa & Olu, 2017) for mastery
or progress, to start with, in students’ listening skill which potentially contributes to the
development of other language skills (Oxford, 1990, as cited in Esmaeili, Taki, & Rahimian
, 2017). One alternative to ameliorate the issue is the instruction and use of listening
strategies as Bei and Xinguang (2017) express that difficulties in listening can be overcome
by the use of listening strategies enhancing not only students’ listening ability but also
confidence in themselves.
Considering the importance of listening skill and the problems that barricade its progress
and mastery, evident becomes the urge to find a way to dissolve such barriers both in terms
of instruction and research. As a result of their study, Owolewa and Olu (2017) recommend
that both language teachers and curriculum planners embrace the new light that listening is
no longer a skill simultaneously developed along with other language skills and that it deserves
its own and equal place as other language skills not only in curriculum but also in teaching
practice, hoping that students’ listening ability will be enhanced. In addition to instruction
and curriculum planning, more research into listening instruction as well as strategy use is still
insufficient and, thus, merits further investigation (Chou, 2017; Jin & Xu, 2017).
In a similar fashion as in many EFL contexts, listening skill of EFL learners in Thailand demands
more attention in order that they could function more effectively as language learners as well
as valuableglobal citizens. Unfortunately, to the knowledge of the researcher, listening has
not been as extensively researched as other language skills in this particular context.
Therefore, this study set an initial aim to in due course achieve such a greater goal by
investigating into pre-listening strategy use of Thai EFL learners to determine whether or
not the students have already possessed such a fundamental potential aspect of listening
enhancement prior to outlining a roadmap that would be most suitable for the context.
LITERATURE REVIEW
Listening
To communicate effectively, one must resort to not only a productive skill as speaking but
also a receptive skill as listening. Vandergrift and Goh (2012, as cited in Chou, 2017) classify
listening tasks broadly into one-way listening and two-way interactive listening. While the
benefit in developing the ability to achieve two-way interactive listening tasks seems to
prevail, the development in the ability to achieve one-way listening tasks is not to be
disregarded. Rost (2011, as cited in Chou, 2017) points out that interactive activities that
98
rEFLections
language teachers contribute class time for students to participate in may not guarantee the
improvement in the listening ability as speaking, rather than listening, tends to receive more
attention. On that account, the ability to achieve one-way listening tasks which might be
more common in EFL contexts and, therefore, became the focus in the present study deserves
an increasing attention to solidify the basis for the development in the ability to achieve
two-way interactive listening tasks in due course.
Pre-listening
Generally, a one-way listening task involves three phases: pre-listening, while-listening, and
post-listening (Brown, 2018). Among these, the pre-listening is considered the most influential
as it plays an important role in determining the success of the task (Chastain, 1988, as cited
in Rajaei, 2015). Primarily, the pre-listening phase aims at activating schematic knowledge
(Newton & Nguyen, 2018) which tends to influence the task success or facilitate the
comprehension (Zohrabi & Sabouri, 2015). Evidently, listeners equipped with background
knowledge were found to outperform listeners lacking such knowledge in listening
comprehension tests (Rajaei, 2015; Zohrabi & Sabouri, 2015). Unfortunately, background
knowledge was said not to be available to L2 listeners (Long, 1990, as cited in Zohrabi & Sabouri,
2015). Without background knowledge, listeners were found likely to inaccurately understand
the listening input (Hohzawa, 1998, as cited in Zohrabi & Sabouri, 2015). In addition to activating
schematic knowledge, the pre-listening phase also aims at activating linguistic component
required to comprehend the text (Rajaei, 2015). The aforementioned aims of the
pre-listening phase collaboratively facilitate listening comprehension as Bei and Xinguang
(2017) conclude that the connection between linguistic information and background knowledge
is what sought for when listening takes place.
Effective listening requires not only linguistic and schematic knowledge. It also requires a
positive listening attitude (Owolewa & Olu, 2017). To begin with, listeners should be equipped
with attentiveness and stay focused. Listening cannot be effective if listeners lack interest
and the ability to sustain attention. In addition, attitudes about the listeners themselves, the
listening environment, and the purpose or the goal of the listening take part in determining
success in listening tasks. Therefore, the pre-listening phase should also serve to enhance
a positive listening attitude.
Listening strategies
To succeed in a listening task, one must resort to all kinds of strategies. Especially in the
pre-listening phase, listeners can exercise metacognitive strategies which are used to plan in
advance on how to achieve a task. Metacognitive strategies, commonly referred to as thinking
about thinking (Goh, 2018), enhance listening performance (Öztürk, 2018) by assisting
listeners in considering the process of listening comprehension and promoting comprehension
ability (Bozorgian, 2012). The strategies trigger listeners to activate schematic and linguistic
knowledge so that the connection between them can be made to facilitate comprehension
in the while-listening phase as well as to prepare for a positive listening attitude. Evidently,
it was found in many studies as cited by Öztürk (2018) that generally good listeners used more
99
rEFLections
metacognitive strategies than their counterpart. It was also found that students who frequently
used metacognitive strategies when listening to lectures in English, a type of one-way listening
tasks, scored higher in the listening test (Selamat & Sidhu, 2013).
Oxford (1990) divides metacognitive strategies into three main categories with subcategories
as follows:
1. Centering your learning

1.1. Overviewing and linking with already known material
1.2. Paying attention
1.2.1 Paying direct attention concentrating on a task and tuning out distractors
1.2.2 Paying selective attention to specific aspects of linguistic features
2. Arranging and planning your learning

2.1. Finding out about language learning
2.2. Organizing for optimal learning conditions such as a comfortable and peaceful
setting
2.3. Setting goals and objectives
2.4. Identifying the purpose of a language task
2.5. Planning for a language task anticipating language elements, situations, and functions
of the task
3. Evaluating your learning

3.1. Monitoring learning by identifying errors and learning from such errors
3.2. Evaluating learning progress
In the scope of the present study, pre-listening strategies to be used in the pre-listening phase
encompass metacognitive strategies, which are used to plan in advance on how to achieve
a task, adopted with a slight adaptation from Oxford’s (1990) construct of metacognitive
strategies and previous questionnaires relevant to listening strategies belonged to a number
of scholars cited by Jin and Xu (2017), Kassaian and Ghadiri (2011), and Liao (n.d.). They are
made up of the following:
1. Overviewing and linking with already known material
Listeners should try to recall what they have already known about both the related language or
linguistic knowledge and the topic or the schematic knowledge to assist in making connection,
interpretation, and comprehension of the listening text.
2. Paying attention
Listeners should always direct their attention and recover their concentration when distracted
while preparing in the pre-listening phase. Listeners should also selectively plan ahead
and anticipate certain linguistic features such as particular tenses, descriptive words and
related lexical terms, discourse markers, stress and intonation. Such a set of predetermined
100
rEFLections
linguistic features would help listeners skim over the listening text so listeners would have
a smaller repertoire of linguistic features to focus on while disregarding less relevant or
unimportant information.
3. Finding out about the task
Listeners should try to find out about what to do or how to accomplish the particular listening
task. For example, they should ensure their understanding about what exactly they need to
do during the listening process whether they can take note, for instance, and/or whether
they need to answer yes/no questions, choose from multiple choices, or write longer stretch
opinion answers after the listening text ends.
4. Organizing
Listeners should try to organize physical environment, as much as possible, for effective
listening. For example, at the very least, they should organize their desk or table space and
make necessary stationary items available so as to allow them to take note conveniently and
effectively in a timely manner.
5. Setting goals and objectives
Regardless of the goal of a listening task, listeners should also set their own goal so as to be
determined to achieve it. Without a clear goal, concentration during preparation process
might not be maintained.
6. Identifying the purpose of the listening text and planning for the listening task
Listeners should predict the category of the listening text (e.g. conversation, lecture, or
advertisement), the purpose or function (e.g. to persuade, inform, or request), the topic,
and the information that might be included in the listening text. Listeners should also plan
for what kind of information to be noted down and how to solve problems when they a
rise. To be able to do this, self-monitoring and self-evaluation from previous listening
experience can be facilitative as student listeners could better plan for solutions if they
could anticipate potential problems concretely.
Accordingly, to prepare for a listening task in the pre-listening phase, listeners should apply
the aforementioned pre-listening strategies in order to fill the void in their linguistic and
schematic knowledge as well as to create a positive listening attitude. Therefore, this
research paper aimed to investigate Thai EFL learners’ pre-listening strategy use to make
an accurate decision on how to subsequently improve EFL learners’ listening ability.
101
aforementioned pre-listening strategies in order to fill the void in their linguistic and schematic
knowledge as well as to create a positive listening attitude. Therefore, this research paper aimed to
rEFLectionspre-listening strategy use to make an accurate decision on how to
investigate Thai EFL learners’
subsequently improve EFL learners’ listening ability.

METHODOLOGY
METHODOLOGY
Participants
Participants
The participants in the present study were 48 EFL first year undergraduate students from
The participants in the present study were 48 EFL first year undergraduate students from the Faculty
the Faculty of Forestry enrolling in an intact class that the researcher was teaching in the
of Forestry enrolling in an intact class that the researcher was teaching in the first semester of the
first semester of the academic year 2017 among the total of 70 classes and 2,942 students.
academic
The classyear 2017 among
belonged to thethe total entitled
course of 70 classes and 2,942
Foundation students.
English The
II which wasclass
saidbelonged
to be anto the
course entitled Foundation English II which was said to be an intermediate level. It was one of the
intermediate level. It was one of the required courses for every non-English majored
required courses for every non-English majored undergraduate student at Kasetsart University. One
undergraduate student at Kasetsart University. One of the course objectives was for
of students
the course
toobjectives was for listening
develop English students along
to develop English
with the otherlistening along with the other
three communicative skills three
communicative skills namely speaking, reading, and writing. The course
namely speaking, reading, and writing. The course text book Stretch 3 (Stempleski, 2014) text book Stretch 3
(Stempleski, 2014) equipped with listening material briefly introduces one listening strategy in each
equipped with listening material briefly introduces one listening strategy in each unit
unit as follows:
as follows:

Unit Listening Strategy
1 Listening for tenses:
Listen for the verb tenses and verb endings speakers use to know if they are talking
about now or the past.
2 Listening for details:
Details are facts, examples, explanations, and specific information. They help you to
rEFLections
understand main ideas. Volume 25[1] January – June 2018
3 The course did not include this unit.

__________________________________________________________________________________________

4 Inferring setting from context:
Listen for specific details and words of places. They tell you where the speakers in the
conversation are.
5 Listening for key words: 93
Listen for key words to help understand main ideas. They are often nouns and verbs
related to the main ideas.
6 Listening for clues to make inferences:
Listen for important clues – words that describe activities and feelings – to make
inferences.
7 Predicting content:
Predict content by guessing what speakers will talk about. This helps you to pay
attention to what you hear.
8 Listening for descriptive words:
To identify people, listen for descriptive words such as adjectives and nouns that the
adjectives describe.
9 The course did not include this unit.
10 Asking yourself questions:
When you know the topic, ask yourself questions about it before you listen. This helps
you prepare to listen.

To make the connection between the strategies in the course text book Stretch 3 (Stempleski, 2014)
To make the connection between the strategies in the course text book Stretch 3 (Stempleski,
and the pre-listening
2014) strategies strategies
and the pre-listening under the present
under thestudy’s
presentframework, listening for
study’s framework, tenses for
listening (Unit 1)
can be considered
tenses part beof considered
(Unit 1) can the pre-listening
part ofstrategy of paying selective
the pre-listening strategy ofattention, and predicting
paying selective
content (Unit 7) and asking yourself questions (Unit 10) can be considered part of the pre-listening
attention, and predicting content (Unit 7) and asking yourself questions (Unit 10) can be
strategy of identifying the purpose of the listening text and planning for the listening task. Although
listening for key words (Unit 5), clues (Unit 6), and descriptive words (Unit 8) also seem related to
102
the pre-listening strategy of identifying the purpose of the listening text and planning for the
listening task, they focus on the while-listening phase and lack the planning in the pre-listening
phase. Prior to doing listening activities in each unit, the aforementioned listening strategy
rEFLections
considered part of the pre-listening strategy of identifying the purpose of the listening text
and planning for the listening task. Although listening for key words (Unit 5), clues (Unit 6),
and descriptive words (Unit 8) also seem related to the pre-listening strategy of identifying
the purpose of the listening text and planning for the listening task, they focus on the while-
listening phase and lack the planning in the pre-listening phase. Prior to doing listening
activities in each unit, the aforementioned listening strategy statements corresponding to
each unit were simply read through without being explicitly taught. The participants were
not explicitly asked to anticipate anything. They were simple given time to read the questions
(statements) before listening to the audio input.
Research instruments
Two research instruments were developed to investigate EFL learners’ pre-listening strategy use.
1. Listening quiz paper
The listening quiz paper was divided into two parts.
Part 1 : Before you listen

Part 1 informed the participants to write down what they would be thinking or doing in the
5-minute preparation time in the pre-listening phase prior to listening to the 1.43-minute long
audio clip of four monologues. The open-ended format was chosen to allow the participants
to think about or do things freely without being influenced by any form of guidance.
Part 2 : While you are listening

Part 2 informed the participants that they would be listening to the 1.43-minute long audio clip
of four monologues with a 1-minute pause after each monologue to take note and/or write
true or false in front of the four statements directly adopted from the listening activity 1D
in Unit 10 of the course text book Stretch 3 (Stempleski, 2014) as follows:
1. Paul Cezanne studied to become a lawyer
2. The man came from Silver Rush
3. The man wants to marry the woman
4. The story takes place in the future
2. Pre-listening strategy use questionnaire
The pre-listening strategy use questionnaire was developed based on Oxford’s (1990)
constructs of metacognitive strategies and previous questionnaires relevant to listening
strategies belonged to a number of scholars cited by Jin and Xu (2017), Kassaian and
Ghadiri (2011), and Liao (n.d.). The questionnaire consisted of ten items corresponding to the
conceptualized six pre-listening strategies requiring the participants to report their pre-
listening strategy use in the aforementioned listening quiz. The questionnaire items were
sent to three EFL instructors who obtained a doctorate in related fields as well as many
years of teaching experience at a university level for the instrument validation process.
Afterwards, the questionnaire items were revised accordingly. Then the questionnaire items
were translated into Thai which was the participants’ first language. The translated version
103
rEFLections
was sent to another EFL instructor with a doctorate in a related field as well as another
person outside the academic realm to examine whether the questionnaire items could be
easily understood by not only professionals but also lay-people.
The 6-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree’ was opted for
over the dichotomous scale of yes/no to avoid the acquiescence bias (Dornyei, 2003) and
to capture the variance in participant responses which may encompass degree of certainty
in awareness and/or effort put forth. To elaborate, some participants may not be familiar
with the pre-listening strategies listed on the questionnaire and, thus, may not be certain
whether each strategy exactly reflected their behavior. In addition, the variance in strategy
use may include the degree of effort put forth. By opting for the Likert scale, the participants
were allowed to choose the responses closest/closer to their true perception rather than
being forced to choose either yes or no which may disrupt the analysis and lose the
opportunity to capture the variance in participant responses. The even-number scale
omitted the ‘undecided’ so that the direction the participants were learning toward could be
addressed (Taylor-Powell, 1998 as cited in Terzakis, 2017).
Data collection
To investigate Thai EFL learners’ pre-listening strategy use, a cross-sectional survey research
was conducted collecting data at one point towards the end of the first semester of the
academic year 2017. Up until the data collection date, the participants received no other
formal intervention than regular instruction. This research design was chosen with the aim to
avoid manipulation or interference to gather preliminary data for making an accurate
decision on how to subsequently improve EFL learners’ listening ability and provide springboard
for future research. The schedule of data collection was as follows:
Week Related instructional Research procedure Objective

content
11 Unit 7’s vocabulary 1. Distribute the listening quiz paper To familiarize the
14 Unit 8’s vocabulary 2. Give instructions participants to the pre-
3. Give five minutes for preparation listening task
16 Unit 10’s vocabulary 1. Distribute the listening quiz paper To collect data
2. Give instructions
3. Give five minutes for preparation
4. Distribute the pre-listening strategy use
questionnaire
Distribute the listening quiz paper
After covering the preceding vocabulary part of the course text book Stretch 3 (Stempleski,
2014) in each unit, the participants were distributed the listening quiz paper. Similar to the
listening quiz paper for Unit 10 as previously described, the listening quiz papers for Units 7
and 8 were designed in like manner including “Part 1: Before you listen” and “Part 2: While
you are listening”. The only exception was the four statements in Part 2 that were adopted
104
rEFLections
form Units 7 and 8 from the course text book Stretch 3 (Stempleski, 2014), respectively.
Give instructions
The participants were instructed and explained as follows:

• To look at the listening quiz paper that there were two parts
• To look at “Part 1: Before you listen” that the participants were to note down, in
Thai and/or English as they saw fit, what they would think about or do in the 5-
minute pre-listening phase to prepare for the upcoming listening text
• To make the most out of those five minutes of preparation in the pre-listening
phase as the aural input would be played only once
• To answer truthfully, feel at ease, and consider the quiz merely as a practice since
what they would be noting down would not affect their grade in any way to put the
participants at ease and increase willingness to give data
• To look at “Part 2: While you are listening” that there were four statements that
the participants were to identify if the statements were true or false based on the
upcoming listening text
In addition to the aforementioned instructions, the participants were not provided any other
guiding questions (e.g. What techniques would they use to prepare for the quiz? What was
their feeling?) to avoid manipulating or interfering with the data.
Give five minutes for preparation in the pre-listening phase
The participants were asked if they had any question and, then, given five minutes to prepare
for the upcoming listening text which was long enough considering there were only four
statements on which the participants could base their prediction.
Distribute the pre-listening strategy use questionnaire
Immediately after the five-minute preparation period ended, the pre-listening strategy
use questionnaire was distributed with hope that the participants could complete the
questionnaire based on their actual strategy use in the pre-listening phase. The participants
were given ten minutes to complete the questionnaire before both the quiz paper and the
questionnaire were collected.
Data analysis
The obtained data were analyzed both quantitatively and qualitatively. Primarily, the quantitative
data obtained from the pre-listening strategy use questionnaire were analyzed by means of
descriptive statistics being mean scores and standard deviation. The mean scores and the
corresponding response choices are shown as follows:
105

The obtained data were analyzed both quantitatively and qualitatively. Primarily, the quantitative
data obtained from the pre-listening strategy use questionnaire were analyzed by means of
rEFLections
descriptive statistics
Vol 25, No.1, January –being mean scores and standard deviation. The mean scores and the
June 2018
corresponding response choices are shown as follows:

Mean score Response
0 - 1.5 Strongly disagree
1.51 - 2.5 Disagree
2.51 - 3.5 Slightly disagree
3.51 - 4.5 Partly agree
4.51 - 5.5 Agree
5.51 - 6 Strongly agree

Then, content analysis was applied with the qualitative data obtained from the listening quiz paper
Then, content analysis was applied with the qualitative data obtained from the listening quiz
to triangulate the quantitative analysis.
paper to triangulate the quantitative analysis.

FINDINGS
FINDINGS

1. Quantitative findings
1. Quantitative findings

The quantitative data obtained from the pre-listening strategy use questionnaire were
The quantitative data obtained from the pre-listening strategy use questionnaire were analyzed. The
analyzed. The mean scores and standard deviation are shown in Table 1. The grand mean
mean scores and standard deviation are shown in Table 1. The grand mean score (M = 4.21, SD =
score
1.09) (M =as
as well the SD
4.21, = 1.09)
average as well
mean as the
scores average
for most mean scores
strategies fall in for
the most strategies
response choice fall
of in
partly
the response choice of partly agree, which is the higher end of the ‘undecided’
agree, which is the higher end of the ‘undecided’ response choice. This may indicate that while the response
choice. This may indicate that while the participants perceived using the strategies, they
participants perceived using the strategies, they may either not be well aware of the strategies or
may either not be well aware of the strategies or not perceive themselves using the
not perceive themselves using the strategies at their best effort. On the other hand, the mean score
strategies at their best effort. On the other hand, the mean score for the strategy of
for the strategy of finding out about the task falls in the response choice of agree (M = 4.96, SD =
finding out about the task falls in the response choice of agree (M = 4.96, SD = .74). Its mean
.74). Its mean score is also the highest. This may indicate that the participants were well aware of
score is also the highest. This may indicate that the participants were well aware of the
the strategy and perceived themselves using it at their very best effort applying the strategy as
strategy and perceived themselves using it at their very best effort applying the strategy as
extensively as necessary.
extensively as necessary.

When examined closely, the mean score of the sub-strategy of paying direct attention (I always
When examined closely, the mean score of the sub-strategy of paying direct attention
concentrated on preparing for this listening task) under the strategy of paying attention falls in the
(I always concentrated on preparing for this listening task) under the strategy of paying
response choice of agree (M = 4.56, SD = 1.17). This may indicate that the participants were well
attention falls in the response choice of agree (M = 4.56, SD = 1.17). This may indicate that
aware of the strategy
the participants and
were found
well aware themselves apply and
of the strategy the strategy at their very
found themselves applybest
theeffort staying
strategy
concentrated on preparing for the listening task for most of the time. This may also affect the other
at their very best effort staying concentrated on preparing for the listening task for most
sub-strategy
of the time.of paying direct
This may attention
also affect the (I always
otherrecovered
sub-strategy my concentration
of paying direct when I lost focus)
attention
whose mean score falls in the response choice of partly agree (M = 4.21, SD = 1.03). The participants
(I always recovered my concentration when I lost focus) whose mean score falls in the
may not perceive using the latter strategy extensively as they seemed to manage to stay focused for
response choice of partly agree (M = 4.21, SD = 1.03). The participants may not perceive
most of the time. As for the other sub-strategy dealing with paying selective attention (I had certain
using the latter strategy extensively as they seemed to manage to stay focused for most
keywords or pronunciation to pay special attention to), its mean score falls in the response choice of
of the time. As for the other sub-strategy dealing with paying selective attention
(I had certain keywords or pronunciation to pay special attention to), its mean score falls in
the response choice of partly agree (M = 4.13, SD = 1.27). This may indicate that the 97
participants may not be well aware of the strategy or did not apply it at their best effort
despite the fact that the strategy of listening for tenses was covered when studying Unit 1
in the course.
106
Volume 25[1] January – June 2018
__________________________________________________________________________________________
rEFLections
partly agree (M = 4.13, SD = 1.27). This may indicate that the participants may not be well aware of
the strategy or did not apply it at their best effort despite the fact that the strategy of listening for
tenses was covered when studying Unit 1 in the course.
Table 1
Table 1
Participants’ response in the pre-listening strategy use questionnaire
Participants’ response in the pre-listening strategy use questionnaire
Questionnaire item M SD Response
Overviewing and linking with already known material
I thought back to what I already knew to predict about what I was 3.81 .91 Partly agree
going to hear.
Paying attention
I always concentrated on preparing for this listening task. 4.56 1.17 Agree
I always recovered my concentration when I lost focus. 4.21 1.03 Partly agree
I had certain keywords or pronunciation to pay special attention to. 4.13 1.27 Partly agree
Average mean: 4.30 1.17 Partly agree
Finding out about the task
I understood what I needed to do for this listening task. 4.96 .74 Agree
Organizing
I organized the physical environment so that I could do this listening 4.19 1.21 Partly agree
task effectively.
Setting goals and objectives
I had a set goal for this listening task. 4.19 .91 Partly agree
Identifying the purpose of the listening text and planning for the
listening task
I predicted the information to be included in the listening text and its 4.60 1.07 Agree
function.
I planned on the kinds of things I would be noting down. 4.02 .86 Partly agree
I planned on what to do if I would have problems when listening. 3.42 .94 Slightly disagree
Average mean: 4.01 1.07 Partly agree
Grand mean: 4.21 1.09 Partly agree

As for the strategy of identifying the purpose of the listening text and planning for the listening task,
As for the strategy of identifying the purpose of the listening text and planning for the listening
its sub-strategies were reported being used with variation. The mean score for predicting the
task, its sub-strategies were reported being used with variation. The mean score for predicting
information to be included in the listening text and its function falls in the response choice of agree
the information to be included in the listening text and its function falls in the response choice
(M = 4.60, SD = 1.07). This may indicate that the participants were well aware of the strategy and
of agree (M = 4.60, SD = 1.07). This may indicate that the participants were well aware of
perceived using them at their very best effort. This might be because the participants were exposed
the strategy
to the andof
strategies perceived
predicting using them
content, at their
listening for very best effort.
key words, clues, This might be because
and descriptive the
words when
participants were exposed to the strategies of predicting content, listening for key words, clues,
studying Units 7, 5, 6, and 8, respectively. However, the mean scores for planning on the kinds of
things to note down and things to do when encountering problems in listening fall in the response
and descriptive words when studying Units 7, 5, 6, and 8, respectively. However, the mean
choices of partly agree (M = 4.02, SD = .86) and slightly disagree (M = 3.42, SD = .94), respectively.
scores for planning on the kinds of things to note down and things to do when encountering
This may indicate that the participants may not be well aware of the strategies and may not apply
problems in listening fall in the response choices of partly agree (M = 4.02, SD = .86) and
them at their best effort. They may use the strategies only at the superficial level without explicitly
slightly disagree (M = 3.42, SD = .94), respectively. This may indicate that the participants
spelling out the kinds of things to note down or things to do when encountering problems in
may not be well aware of the strategies and may not apply them at their best effort.
listening.
They
may use the strategies only at the superficial level without explicitly spelling out
the kinds of things to note down or things to do when encountering problems in listening.
2. Qualitative findings

2.
The Qualitative findings
qualitative data obtained from the listening quiz paper were analyzed by means of content
analysis to triangulate the quantitative analysis. The aforementioned data were analyzed by means
The qualitative data obtained from the listening quiz paper were analyzed by means of
content analysis to triangulate the quantitative analysis. The aforementioned data were 98
analyzed by means of manual coding on a hard-copy print out to identify the parts that
were closely related to the pre-listening strategies. As it is unlikely that data can be coded
perfectly the first time (Saldana, 2008), the data were later coded in the second cycle dur-
107
rEFLections
__________________________________________________________________________________________

rEFLections
of manual coding on a hard-copy print out to identify the parts that were closely related to the pre-
listening strategies. As it is unlikely that data can be coded perfectly the first time (Saldana, 2008),
the data were later coded in the second cycle during which some reclassification and consultation
ing which some reclassification and consultation with a colleague were applied to ensure
with a colleague
reliability in thewere applied
coding to ensure
process. reliability
Finally, the data in were
the coding process.
classified into Finally, the data were
the conceptualized
classified into the conceptualized pre-listening strategies as displayed in Figure 1.
pre-listening strategies as displayed in Figure 1.

80
70
60
50
40
30
20
10
0
PLS1 PLS2 PLS3 PLS4 PLS5 PLS6

Figure 1 Participants’ response in the listening quiz paper

Note. PLS1 = Overviewing and linking with already known material; PLS2 = Paying attention; PLS3 = Finding out about the
Note. PLS1 = Overviewing and linking with already known material; PLS2 = Paying attention; PLS3 = Finding out about the
task; PLS4 = Organizing; PLS5 = Setting goals and objectives; PLS6 = Identifying the purpose of the listening text and
task; PLS4 = Organizing; PLS5 = Setting goals and objectives; PLS6 = Identifying the purpose of the listening text and
planning for the listening task
planning for the listening task
As displayed in Figure 1, the qualitative data obtained from the listening quiz paper indicated that
Asstrategy
the displayedof infinding
Figure out
1, the qualitative
about data
the task obtained
seemed from
to be the listening
applied by the quiz paper(73%)
majority indicated
of the
that the strategy of finding out about the task seemed to be applied by the majority
participants (35: N = 48) while the strategy of overviewing and linking with already known material (73%)
of the participants
appeared (35:by
to be utilized N the
= 48) while
least the strategy
number of the of overviewing
participants (5: and
N = linking
48). As with already
for the other
known material
strategies, appeared
they were to be by
mentioned utilized by the
less than least
half of number of the participants
the participants. (5: data
Most of the N = 48).
were
reported in the participants’ first language, Thai. To provide concrete examples, the aforementioned
As for the other strategies, they were mentioned by less than half of the participants. Most
data were translated into English by the researcher. Following is elaboration upon each of the pre-
of the data were reported in the participants’ first language, Thai. To provide concrete
listening strategies with examples of the participants’ responses.
examples, the aforementioned data were translated into English by the researcher. Following
is elaboration upon each of thepre-listening strategies with examples of the participants’
2.1 Finding out about the task
responses.
The use of this strategy was most noticeable as the related data were produced by 73% of the
participants (35: N = 48). Such data encompassed reading instructions and question items as well as
2.1 Finding out about the task
looking up or guessing for the meaning of the unknown words and translating.

The use of this strategy was most noticeable as the related data were produced by 73% of
the participants (35: N = 48). Such data encompassed reading instructions and question items
as well as looking up or guessing for the meaning of the unknown words and translating.
99
108
rEFLections
rEFLections
Vol 25,rEFLections
No.1, January – June 2018
__________________________________________________________________________________________
__________________________________________________________________________________________
rEFLections

Subcategory
Subcategory Example of the participants’ verbatim response
Example of the participants’ verbatim response
__________________________________________________________________________________________

Reading instructions and
Reading instructions and • “Read instructions to understand what to do and read the question
• “Read instructions to understand what to do and read the question
question items
Subcategory
question items items to identify what would be asked to find out to be able to
items to identify what would be asked to find out to be able to
Reading instructions and listen for the right information to understand the main ideas” (S11)
listen for the right information to understand the main ideas” (S11)
• “Read instructions to understand what to do and read the question
question items • “Write true or false” (S38)
• items to identify what would be asked to find out to be able to
“Write true or false” (S38)
Looking up or guessing for • listen for the right information to understand the main ideas” (S11)
Looking up or guessing for • “Look for the meaning” (S13)
“Look for the meaning” (S13)
the meaning of the unknown • “Write true or false” (S38)
the meaning of the unknown • “Look for the meaning of the words hardly been seen” (S18)
“Look for the meaning of the words hardly been seen” (S18)
words and translating
Looking up or guessing for
words and translating “Look for the meaning” (S13)
• “Look for the meaning of the unknown words” (S33)
• “Look for the meaning of the unknown words” (S33)
the meaning of the unknown • “Look for the meaning of the words hardly been seen” (S18)
2.2Setting goals and objectives
2.2 2.2 Setting goals and objectives• “Look for the meaning of the unknown words” (S33)
words and translating
Setting goals and objectives
related data were produced by 44% of the participants (21: N = 48). Such data encompassed
The
The related data were produced by 44% of the participants (21: N = 48). Such data encompassed setting
2.2
goals Setting goals and objectives
goals setting
and goals
and andto objectives
objectives
objectives be to be
to mentally mentally
prepared
be mentally or prepared
prepared ready to or
or ready ready
pay
to to payto
attention
pay attention
attention the to theinput,
listening
to the listening
listening to to
input,
understand the listening input, and to be able to answer the questions.
input, to understand the listening input, and to be able to answer the questions.
goals and
objectives
to be mentally prepared or ready to pay attention to the listening input, to
Subcategory

To be mentally prepared or
To be mentally prepared or • “Must focus, concentrate, and not distract” (S23)
• “Must focus, concentrate, and not distract” (S23)
Subcategory
ready to pay attention to the
ready to pay attention to the Example of the participants’ verbatim response
“To be ready to listen and to answer the questions” (S50; S62)
•
• “To be ready to listen and to answer the questions” (S50; S62)
listening input
To be mentally prepared or
listening input • “Must focus, concentrate, and not distract” (S23)
To understand the listening
ready to pay attention to the
To understand the listening •
“To understand the listening as much as possible” (S14; S18)
• “To be ready to listen and to answer the questions” (S50; S62)
“To understand the listening as much as possible” (S14; S18)
input listening input
input “To be able to catch the words in the listening” (S38)
•
• “To be able to catch the words in the listening” (S38)
To understand the listening
To be able to answer the
To be able to answer the • “To understand the listening as much as possible” (S14; S18)
“To answer the questions” (S23; S46)
• “To answer the questions” (S23; S46)
input
questions
questions • “To be able to catch the words in the listening” (S38)
“To be able to do it” (S32)
• “To be able to do it” (S32)
To be able to answer the • “To answer the questions” (S23; S46)
“To finish the task within the time” (S59)
• “To finish the task within the time” (S59)
questions
• “To be able to do it” (S32)
“To finish the task within the time” (S59)
• participants’
Although the first example of the verbatim response (“Must focus, concentrate,
Although the first example of the participants’ verbatim response (“Must focus, concentrate, and not
not distract” (S23)) may seem related to the strategy of paying direction, it was considered
distract” (S23)) may seem related to the strategy of paying direction, it was considered the strategy of
and
setting goals and objectives. This is because the modal verb “must” suggests setting goals of what to do
the strategy of setting goals and objectives. This is because the modal verb “must” suggests
in the following while-listening phase rather than what is being done during the pre-listening phase.
setting goals of what to do in the following while-listening phase rather than what is being
done during the pre-listening phase.
2.3 Identifying the purpose of the listening text and planning for the listening task
The The
qualitative data data
qualitative related to this
related strategy
to this were
strategy produced
were produced by by
35% 35%
of the participants
of the participants
(17: N = 48). This strategy was divided into three subcategories.
The qualitative
The qualitative

data related
data related to
to this
this strategy
strategy were
were produced
produced byby 35% of the
35% participants
of the participants
2.3.12.3.1 Predicting the information to be included in the listening text and its function
Predicting the information to be included in the listening text and its function

The related data were produced by 21% of the participants (10: N = 48). Half of the data related to this
subcategory 2.3.1
2.3.1
subcategory Predicting
revealed vague theprediction
information
prediction while tothe
the be included
other
other inrevealed
half half the listening
revealed more more text andprediction
Predicting the information to be included in the listening text and its function
revealed vague while precise
precise its function
prediction about
about
The related data were produced by 21% of the participants (10: N = 48). Half of the data
certain topics or direct to the question items.
subcategory revealed
related to this vague prediction
subcategory revealedwhile
vague the other half while
prediction revealed
the more
otherprecise prediction
half revealed about
more
Subcategory
precise prediction about certain topics or direct to the question items.
Vague prediction
Vague prediction • “Read the questions and think about what the conversation will be
• “Read the questions and think about what the conversation will be
about” (S21)
about” (S21)
Vague prediction • “Read the questions and think about what the conversation will be
• “Guess the storyline” (S64)
“Guess the storyline” (S64)
Somewhat precise prediction •
Somewhat precise prediction about” (S21)
• “Might be about education” (S20)
“Might be about education” (S20)
• “Guess the storyline” (S64)
• “Might be about movies” (S24)
“Might be about movies” (S24)
Somewhat precise prediction • “Might be about education” (S20)
• “Might be about genres of movies” (S69)
“Might be about genres of movies” (S69)
Precise prediction
Precise prediction • • “Might be about movies” (S24)
“Make a guess whether the answer would be true or false” (S45)
“Make a guess whether the answer would be true or false” (S45)
• “Might be about genres of movies” (S69)
• “Would the person listed in the statement be studying or have
“Would the person listed in the statement be studying or have
Precise prediction • “Make a guess whether the answer would be true or false” (S45)
finished studying?” (S51)
• “Would the person listed in the statement be studying or have

100 100
109
100
rEFLections rEFLections
Vol 25, No.1, January – June 2018 Volume 25[1] January – June 2018
rEFLections __________________________________________________________________________________________

rEFLections

2.3.2
2.3.2
Planning on the kinds of things to be noted down during the listening task

__________________________________________________________________________________________

rEFLections
Therelated
The relateddata
datawere
wereproduced
produced by by 10%
10% of of theparticipants
the participants (5: (5:
N N = 48).
= 48). Most of the related
Most of the related data
__________________________________________________________________________________________

2.3.2 Planning on the kinds of things to be noted down during the listening task

data revealing somewhat imprecise planning mentioned noting

revealing somewhat imprecise planning mentioned noting down keywords and main ideas showing no down keywords and
__________________________________________________________________________________________
The related data were produced by 10% of the participants (5: N = Most of the related data
48).
2.3.2 Planning on the kinds of things to be noted down during the listening task
main ideas showing no explicit list of what exactly to be noted down.
explicit list of what exactly to be noted down.
revealing somewhat imprecise planning mentioned noting down keywords and main ideas showing no
The related
2.3.2 data were produced by 10% of the participants (5: N = 48). Most of the related data
The related data were produced by 10% of the participants (5: N = 48). Most of the related data

Imprecise planning • “Would be noting down important keywords and main ideas in the
Subcategory
explicit list of what exactly to be noted down. listening input” (S22; S36; S64)
Imprecise planning
Subcategory • “Would be noting down important keywords and main ideas in the

Imprecise planning listening input” (S22; S36; S64)
2.3.3 Planning
2.3.3 on what to do if problems occur when listening
• “Would be noting down important keywords and main ideas in the
Planning on what to do if problems occur when listening
Subcategory


The Imprecise planning
related data were produced listening input” (S22; S36; S64)
•by 6% of
The related data were produced by 6%the
of participants (3: N (3:
the participants
2.3.3 Planning on what to do if problems occur when listening
= 48).
N =While some of
“Would be noting down important keywords and main ideas in the
48). While the responses
some of the
listening input” (S22; S36; S64)
revealed some planning possibly to avoid arriving at incorrect answers, the other simply acknowledged
responses
The related revealed some planning possibly to avoid arriving at incorrect answers, the other
2.3.3 data were produced by 6% of the participants (3: N = 48). While some of
potential problems without showing concrete means to solve the problems. the responses
simply acknowledged potential problems without showing concrete means to solve the
The related
2.3.3 data
were produced by 6% of the participants (3: N = 48). While some of the responses
problems.
potential problems without showing concrete means to solve the problems.
The related data were produced by 6% of the participants (3: N = 48). While some of the responses

Planning • “Not to rush but to listen until the end and then answer” (S55)
Subcategory
Problem • “Think about what to do to be able to catch the meaning of the
Planning Subcategory • “Not to rush but to listen until the end and then answer” (S55)
listening” (S62)
Problem
Planning “Think about what to do to be able to catch the meaning of the
•• “Not to rush but to listen until the end and then answer” (S55)
Problem listening” (S62)
“Think about what to do to be able to catch the meaning of the
Planning
2.4 Paying attention • “Not to rush but to listen until the end and then answer” (S55)

Problem • listening” (S62)
“Think about what to do to be able to catch the meaning of the
The data related to this strategy were produced by 27% of the participants (13: N = 48). This strategy
2.4
2.4
Paying attention
Paying attention
was divided into three subcategories. listening” (S62)
2.4
The Paying attention
data related to this strategy were produced by 27% of the participants (13: N = 48). This
was divided into three subcategories.
2.4 Paying attention
strategy was divided into three subcategories.
2.4.1 Paying direct attention to the preparation task

Although the related data were produced by only 6% of the participants (3: N = 48), this may signify
2.4.1
Paying direct attention to the preparation task
that 2.4.1
the
Although
Payingmay
participants direct attention
have actually been to thedoing
preparation
something task
to prepare for the task rather than
the related data were produced by only 6% of the participants (3: N = 48), this may signify
2.4.1
thePaying direct attention to the preparation task
simply reporting that they were paying attention.
Although
that the related
participants data were produced by only 6% of the participants
may have actually been doing something to prepare for (3: the
N = task
48), this may
rather than
Although
2.4.1 Paying direct attention to the preparation task
signify that the participants may have
simply reporting that they were paying attention. actually been doing something to prepare for the task
that the participants
Although may have actually been doing something to prepare for the task rather than
rather
the than simply reporting that they were
simply reporting that they were paying attention.
paying attention.
that participants may
Paying direct attention to the have actually been doing something to prepare for the task rather than
• “Concentrate, do not distract, and prepare” (S19)
Subcategory
simply reporting that they were paying attention. Example of the participants’ verbatim response
preparation task • “Prepare to listen” (S21)
Paying direct attention to the
Subcategory • “Concentrate, do not distract, and prepare” (S19)
• “Fill in Part 1: Before you listen” (S39)
preparation task
Paying direct attention to the “Prepare to listen” (S21)
•• “Concentrate, do not distract, and prepare” (S19)
preparation task
Paying direct attention to the •• “Fill in Part 1: Before you listen” (S39)
“Prepare to listen” (S21)
“Concentrate, do not distract, and prepare” (S19)
2.4.2 Recovering concentration during the preparation for the listening task

The related data were produced •by “Fill in Part 1: Before you listen” (S39)
preparation task “Prepare to listen” (S21)
10% of the participants (5: N = 48). Unfortunately, rather than
• “Fill in Part 1: Before you listen” (S39)
mentioning how or when they recovered their concentration, the participants seemed to be distracted
The related
2.4.2 data were produced by 10% of the participants (5: N = 48). Unfortunately, rather than
Recovering concentration during the preparation for the listening task
mentioning information irrelevant to the listening task.
The related
2.4.2 data were produced by 10% of the participants (5: N = 48). Unfortunately, rather than
Recovering concentration during the preparation for the listening task
data
The related were produced by 10% of the participants (5: N = 48). Unfortunately,
mentioning information irrelevant to the listening task.
The related data were produced by 10% of
Subcategory the participants (5: N = 48). Unfortunately, rather than
rather than mentioning
how or when they
mentioning information irrelevant to the listening task. recovered their concentration, the participants
Being distracted • “I am hungry and I want to sleep” (S15)
seemed to be distracted
Subcategory
mentioning information
mentioning information irrelevant to the listening task. irrelevant to the listening task.
• “I will practice dancing very hard, I will study every day from now
Being distracted
Subcategory
• “I am hungry and I want to sleep” (S15)
on, and I will pay attention to studying English in class” (S48)
Being distracted • “I will practice dancing very hard, I will study every day from now
“I am hungry and I want to sleep” (S15)
Subcategory •• Example of the participants’ verbatim response
“I am studying English, I will participate in my Faculty’s activity, and
Being distracted • on, and I will pay attention to studying English in class” (S48)
“I will practice dancing very hard, I will study every day from now
I will start preparing for my exams, but I have never been able to
“I am hungry and I want to sleep” (S15)
• “I am studying English, I will participate in my Faculty’s activity, and
on, and I will pay attention to studying English in class” (S48)
do so” (S58)
• “I will practice dancing very hard, I will study every day from now
“I am studying English, I will participate in my Faculty’s activity, and
•• on, and I will pay attention to studying English in class” (S48)
“What should I do now?” (S62)
do so” (S58)
• “I am studying English, I will participate in my Faculty’s activity, and
• “What should I do now?” (S62)
do so” (S58)

do so” (S58)

101
110
101
101
rEFLections
rEFLections
rEFLections
rEFLections

__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________

2.4.3
2.4.3
2.4.3 Paying selective attention
Paying selective attention
Paying selective attention
The 2.4.3 Paying selective attention
related data were produced by
The
The related
related data data
were were by 13%
produced
produced of
of the
13% by 13%participants
the (6:
(6: N
N =
of the participants
participants = 48). Such
48). (6: N data
Such encompassed
= 48).
data Such data
encompassed
The related
mainly paying data were produced by 13% of the presented
participants (6: N = 48). self-reported
Such data encompassed
mainly paying selective
selective attention
encompassedmainly paying on
attention on keywords
selective
keywords attention onthrough
presented keywords
through both
both presented statements
through
self-reported both
statements
mainly paying selective attention on keywords presented through both self-reported statements
and behavioral evidence.
self-reported statements and behavioral evidence.

Subcategory
Self-report statements Example of the participants’ verbatim response
Self-report statements •• “Select keywords to listen for based on the given question items”
“Select keywords to listen for based on the given question items”
Self-report statements • “Select keywords to listen for based on the given question items”
(S40)
(S40)
•• (S40)
“Select keywords to find the answers” (S18)
“Select keywords to find the answers” (S18)
Behavioral evidence ••• “Select keywords to find the answers” (S18)
The words “Silver Rush,” “marry,” and “future” in the provided
Behavioral evidence The words “Silver Rush,” “marry,” and “future” in the provided
Behavioral evidence • The words “Silver Rush,” “marry,” and “future” in the provided
statements were underlined. (S56)

2.5 2.5
2.5 Organizing
Organizing
Organizing
2.5
The Organizing
related data were produced by 15% of the participants (7: N
The The related
related data
data were
were produced
produced by by 15%
15% of of the
the participants
participants N N=
(7: (7: = =48).
48).Such
48). Suchdata
Such data encompassed
data encompassed
encompassed
The related data were produced by 15% of the participants (7: N = 48).
organizing physical environment namely stationary and physical position or posture. Such data encompassed
organizing physical environment namely stationary and physical position
organizing physical environment namely stationary and physical position or posture.
organizing physical environment namely stationary and physical position or posture.
or posture.

Subcategory
Organizing physical Example of the participants’ verbatim response
Organizing physical •• “Prepare pens to be ready to listen” (S63)
“Prepare pens to be ready to listen” (S63)
Organizing physical “Prepare pens to be ready to listen” (S63)
environment
environment ••• “Prepare pencils to write what could possibly be understood” (S68)
“Prepare pencils to write what could possibly be understood” (S68)
environment “Prepare pencils to write what could possibly be understood” (S68)
Organizing physical position or
Organizing physical position or ••• “Sit in a relaxing posture” (S24)
“Sit in a relaxing posture” (S24)
Organizing physical position or
posture • “Sit in a relaxing posture” (S24)
posture
posture

2.6 Overviewing and linking with already known material
2.6 2.6 Overviewing and linking with already known material
Overviewing and linking with already known material
2.6 Overviewing and linking with already known material
The use of this strategy was least noticeable as the related data were produced by only 10% of the
The use of this strategy was least noticeable as the related data were produced by only 10%
participants (5:
participants (5: N
N =
of the participants= 48).
48). Such
N =data
Such 48).encompassed
data encompassed checking
checking the
the previously
checking learned
previously learned vocabulary
vocabulary and
and
participants (5: N = 48). (5:
Such data Such data encompassed
encompassed checking the previously the previously
learned learned
vocabulary
recalling its definition, however, with no sign of linking with already know material beyond what was and
recalling its definition, however, with no sign of linking with already know material beyond what was
vocabulary and recalling its definition, however, with no sign of linking with already know
recalling its definition, however, with no sign of linking with already know material beyond what was
taught in class.
taught in class.
material
beyond what was taught in class.
taught in class.
Subcategory
Checking the previously Example of the participants’ verbatim response
Checking the previously •• “Check the vocabulary in the course text book” (S41)
“Check the vocabulary in the course text book” (S41)
Checking the previously
learned vocabulary • “Check the vocabulary in the course text book” (S41)
learned vocabulary
learned vocabulary
Recalling definition
Recalling definition •• “Translate the words that I cannot remember” (S65)
“Translate the words that I cannot remember” (S65)
Recalling definition “Translate the words that I cannot remember” (S65)
••• “I guess “biography” (Unit 10’s vocabulary) means หนั ประวัตติ ิ (the
“I guess “biography” (Unit 10’s vocabulary) means หนั งงชีชี ววประวั (the
• “I guess “biography” (Unit 10’s vocabulary) means หนั
word’s definition in Thai)” งชี วประวั ติ (the
word’s definition in Thai)” (S52)
(S52)
word’s definition in Thai)” (S52)

CONCLUSION AND DISCUSSION

To investigate of pre-listening strategy use of Thai EFL learners, the pre-listening strategy use
To investigate of pre-listening strategy use of Thai EFL learners, the pre-listening strategy use
To Toinvestigate
investigate
questionnaire of ofpre-listening
and pre-listening
the listening strategy
strategy use of ofThai
use Thai EFL
EFLlearners,
learners, the
thepre-listening
pre-listening strategy
strategy use
use
questionnaire and the listening quiz
quiz paper
paper were
were administered
administered to
to collect
collect data
data from
from 48 48 Thai
Thai EFL
EFL
questionnaire
questionnaire and andthe listening
the listeningquiz paper
quiz paperwere
were administered
administered to collect
to collectdata
learners at Kasetsart University. The data collected seemed to suggest that most participants were datafrom
from 48
48 Thai
Thai EFL
EFL
learners at Kasetsart University. The data collected seemed to suggest that most participants were
learners at Kasetsart University. The data collected seemed to suggest that most participants were
well aware
learners of
at the strategy
Kasetsart of finding
University. out
The about
data the
collectedtask. Most
seemed participants
to suggest seemed
that most to already
participantsbe
well aware of the strategy of finding out about the task. Most participants seemed to already be
well aware with
equipped of the
the strategy of finding strategy,
out about the task. Most participants seemed to already the be
were well
equipped with the aforementioned
aware of the strategy of
aforementioned findingunderstanding
strategy, out about theexactly
understanding task. Most
exactly what to
to do
do to
what participantsto achieve
seemed
achieve to
the
equipped
listening with
task: the aforementioned
carefully strategy, understanding exactly what to do to achieve the
already
listening be
task: carefully read
equipped with
read instructions
the and
and question
aforementioned
instructions items.
strategy,
question They
They also
also tried
items. understanding to
to guess,
tried exactly
guess, look
what
look to up,
do
up, or
to
or
listening task: carefully read instructions and question items. They also tried to guess, look up, or
translate words possibly to better understand what they were required to do. To the knowledge of
achieve the listening task: carefully read instructions and question items. They also tried to
the researcher, the use of the strategy of finding out about the task has not been investigated in any
guess, look up, or translate words possibly to better understand what they were required to do.
recent research. While the participants in this research seemed to already be utilizing it,
recent
To theresearch.
knowledgeWhile ofthe
theparticipants
researcher,in this
the useresearch
of the seemed
strategyto
of already
finding be
oututilizing
about the it, whether
whether
task has
recent research. While the participants in this research seemed
the strategy is widely used among other EFL learners is still undetermined. to already be utilizing it, whether
the strategy is widely used among other EFL learners is still undetermined.
not been investigated in any recent research. While the participants in this research seemed
the strategy is widely used among other EFL learners is still undetermined.

to already be utilizing it, whether the strategy is widely used among other EFL learners is
still undetermined. 102
102
102
111
rEFLections
As for the other strategies, most participants may not be well aware of and/or may not use
them at their best effort. To start with, the qualitative data seemed to signify that less than
half of the participants set goals and objectives clearly such as to be mentally prepared or
ready to pay attention to the listening input, to understand the listening input, and to be able
to answer the questions. However, this strategy may not be used widely among the majority
of the participants. This finding was consistent with what Alhaisoni (2017) found from
administering Vandergrift, Goh, Mareschal, and Tafaghodtari’s (2006) Metacognitive Awareness
Listening Questionnaire with 104 Saudi EFL learners. Alhaisoni’s (2017) study showed that the
participants averagely used the strategy of setting goals and objectives. Therefore, it might be
worth raising awareness in the strategy use for those who may not already be well aware of it.
As for the strategy of identifying the purpose of the listening text and planning for the
listening task, the qualitative data revealed that the strategy was used by even a smaller
number of the participants. Furthermore, although the qualitative data suggested that the
participants seemed to know that they should make some prediction, there was almost
no sign of concrete but vague prediction. They simply knew that they should predict but
did not actually predict anything explicitly despite the fact that the strategies of predicting
content, asking oneself questions, listening for key words, clues, and descriptive words were
introduced to the participants in the course text book. Therefore, it might be worthwhile
giving elaborate instruction and practice regarding setting plans before listening, making
prediction, and taking note which were the strategies used by Chen’s (2017) advanced
EFL participant. Upon encountering problems while listening, Chen’s (2017) advanced EFL
participant also made inferences for unknown words based on the general ideas from the
listening text. The participant also confirmed prediction, monitored accuracy, and made
evaluation examining the satisfaction in the ability to understand and identify problems to
reflect and think of ways to do better next time. As only a few participants revealed planning
how to solve problems when listening, perhaps reflecting on their listening experience and
identifying listening problems should be taught (Bozorgian, 2015) so that they could take
responsibility in their learning and plan for ways to improve their own listening.
Regarding the strategy of paying attention, the qualitative data seemed to suggest that some
participants may have difficulties paying direct attention and recovering concentration during
the pre-listening phase. They seemed to be distracted thinking about things beyond the listening
task at hand. As for paying selective attention, the qualitative data seemed to show that the
participants employed this strategy such as by paying attention to keywords. However, there
are other linguistic features such as verb-ending pronunciation and grammar which were
considered by Chen’s (2017) advanced EFL participant. Therefore, EFL learners, especially
less-skilled learners who were found to receive greater benefit from strategy instruction
compared to their more-skilled counterpart (Bozorgian, 2015), should be further trained to
pay selective attention to benefit their listening comprehension.
As for the strategy of overviewing and linking with already known material, the qualitative
data seemed to signify that a very few participants used the strategy and relied exclusively
on previously learned vocabulary and translation. The participants could have exerted the
strategy further making connection to the topic knowledge based on life experiences to
112
rEFLections
come up with an extended list of vocabulary beyond what previously learned and/or
written in the question items. For example, the participants could try using background
knowledge which was performed by the advanced EFL participant in Chen’s (2017) study or
recalling similar listening texts which was reported to be used by Saudi EFL participants in
Alhaisoni’s (2017) study.
RECOMMENDATION
The study has its limitations. The first drawback was the small sample size from only one field
of study. Therefore, the findings may not be a true representative of the larger population
of Thai EFL learners. Secondly, although focusing on one particular task allowed the
participants to answer the questions based on the actual listening experience, it may not yield
a representative conclusion on the pre-listening strategies used in other listening situations.
Finally, by using the questionnaire and the open-ended format of the quiz paper, only
information on the use of the strategies was available while the rational for using and not
using the strategies was not assessable. Therefore, it remained indefinite whether the
absence of the strategy use was due to the lack of awareness in the strategy use or the lack of
necessity to use the strategies. Consequently, further research should include a larger sample
from various fields of study and different levels of English proficiency. Further research should
include different types of tasks and/or modes of questions beyond true/false statements. Think
aloud protocols and interview could also be incorporated to gain insight into the rational for
the presence and/or absence of the strategy use.
Nevertheless, is it hoped that the findings of the present study can be considered another
contribution to the field of listening instruction and strategy use as well as shed some light
guiding teachers who used to feel “embarrassed” not knowing what to do when teaching
listening. Although the findings of the present study may not be generalizable and teachers
should teach suitable strategies based on their students’ actual situations, teachers may
consider explicitly teaching the pre-listening strategies in the pre-listening phase when
teaching listening. Teachers are also encouraged to conduct research or informally
investigate pre-listening strategy use to finally arrive at the most suitable ways of teaching
strategies to enhance listening skills in their own contexts.
ACKNOWLEDGEMENT
I would like to thank Dr. Nantikarn Simasangyaporn, Dr. Siriporn Lerdpaisalwong, Dr. Chayata Viriya,
and Dr.Intira Bumrungsalee for their assistance in validating the research instrument.
I would also like to thank my students for participating in the study.
113
rEFLections
THE AUTHOR
Korapin Paranapiti is currently an English language instructor at the Department of Foreign

Languages, Faculty of Humanities, Kasetsart University, Thailand. She has taught at a university
level for 10 years. She holds a doctorate in English as an International Language, and her research
interests include learning strategies and communication strategies.
fhumkpp@ku.ac.th
REFERENCES
Alhaisoni, E. (2017). Metacognitive listening strategies used by Saudi EFL medical students. English
Language Teaching, 10(2), 114-122.
Bei, Z. & Xinguang, S. (2017). A study of Chinese college students’ English listening strategies.
Advances in Social Sciences Research Journal, 4(2), 75-82.
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension.
ISRN Education, 1-6.
Bozorgian, H. (2015). Less-skilled learners benefit more from metacognitive instruction to develop
listening comprehension. International Journal of Research Studies in Language Learning,
4(1), 3-12.
Brown, S. (2018). Task-based approach to listening. In The TESOL encyclopedia of English language
teaching (eds J. I. Liontas, T. International Association and M. DelliCarpini). Retrieved from
doi:10.1002/978111 8784235.eelt0613
Chen, I. (2017). Listening strategy use for different text types. World Journal of English Language. 7(2), 31-38.
Chou, M. (2017). A task-based language teaching approach to developing metacognitive strategies
for listening comprehension. International Journal of Listening, 31(1), 51-70.
Dornyei, Z. (2003). Questionnaires in second language research: Construction, administration, and
processing. Mahwah, NJ: Lawrence Erlbaum Associates.
Esmaeili, Z., Taki, S. & Rahimian, Y. (2017). EFL learners’ metacognitive strategy use in academic
listening tasks. Journal of Applied Linguistics and Language Research, 4(3), 254-268.
Goh, C. C. (2018). Metacognition in second language listening. In The TESOL encyclopedia of
English language teaching (eds J. I. Liontas, T. International Association and M. DelliCarpini).
Retrieved from doi:10.1002/ 9781118784235.eelt0572
Jin, B. & Xu, W. (2017). Strategy use awareness in academic listening practices relative to L2
motivation among Chinese tertiary students. Journal of Language Teaching and Research,
8(4), 722-730
Kassaian, Z. & Ghadiri, M. (2011). An investigation of the relationship between motivation and
metacognitive awareness strategies in listening comprehension: The case of Iranian EFL
learners. Journal of Language Teaching and Research, 2(5), 1069-1079.
Liao, S. (n.d.). Listening strategies and applications in EFL classroom. Retrieved from http://english.
tyhs.edu. tw/xoops/html/tyhs/teach_source101/02plan.pdf
Newton, J. & Nguyen, C. (2018). Integrating listening and speaking. In The TESOL encyclopedia of
English language teaching (eds J. I. Liontas, T. International Association and M. DelliCarpini).
Retrieved from doi:10.1002/ 9781118784235.eelt0602
Owolewa, O. O., & Olu, O. (2017). Effects of listening strategies’ instruction on students’ attitude to listening.
European Journal of Education Studies, 3(7), 624-642.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston:
Heinle & Heinle.
Öztürk, B. (2018). Listening skills development in teaching Turkish as a foreign language and the usage
of metacognitive strategies. Journal of Education and Training Studies, 6(6), 41-47.
114
rEFLections
Rajaei, Z. (2015). The role of pre-listening activities on EFL learners’ listening comprehension.
International Journal of Foreign Language Teaching and Research, 3(10), 35-43.
Saldana, J. (2008). Coding manual for qualitative researchers. Los Angeles, CA: Sage Publications.
Selamat, S. & Sidhu, G. K. (2013). Enhancing Listening Comprehension: The Role of Metacognitive
Strategy Instruction (MetSI). Procedia - Social and Behavioral Sciences, 90, 421-430.
Stempleski, S. (2014). Stretch 3. Oxford, England: Oxford University Press.
Terzakis, M. (2017). The novel as textbook: Using literature as a teaching material to teach Greek as
a foreign language to adults (Master’s thesis). Flinders University, South Australia.
Vandergrift, Goh, Mareschal & Tafaghodtari. (2006). The Metacognitive Awareness Listening
Questionnaire: Development and Validation. Language Learning, 56(3), 431-462.
Retrived from https://doi.org/10. 1111/j.1467-9922.2006.00373.x
Zohrabi, M. & Sabouri, H. (2015). The Impact of Pre-Listening Activities on Iranian EFL Learner’s
Listening Comprehension of Authentic English Movies. International Journal on Studies in
English Language and Literature, 3(2), 42-56.
115

Great

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Great

Uploaded by

Copyright:

Available Formats

rEFLections

Vol 25, No.1, January – June 2018

EFL Learners’ Pre-Listening Strategy Use

Keywords pre-listening strategies, metacognitive strategies, strategy use questionnaire,

1. Centering your learning

2. Arranging and planning your learning

3. Evaluating your learning

1. Overviewing and linking with already known material

3. Finding out about the task

5. Setting goals and objectives

3 The course did not include this unit.

1. Listening quiz paper

The listening quiz paper was divided into two parts.

Part 1 : Before you listen

Part 2 : While you are listening

2. Pre-listening strategy use questionnaire

Week Related instructional Research procedure Objective

Distribute the listening quiz paper

The participants were instructed and explained as follows:

Give five minutes for preparation in the pre-listening phase

Distribute the pre-listening strategy use questionnaire

Volume 25[1] January – June 2018

Volume 25[1] January – June 2018

data revealing somewhat imprecise planning mentioned noting

Volume 25[1] January – June 2018

Korapin Paranapiti is currently an English language instructor at the Department of Foreign

You might also like