基于性别变量的伊拉克英语大学生听力策略(认知策略和元认知策略)调查

نور حميد مجيد
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引用次数: 0

摘要

本研究调查了(1)伊拉克英语学院学生的听力策略使用情况(2)不同性别(男性和女性)的听力策略使用情况。(3)了解不同性别(男、女)变量和E- learning听力策略类型的学生的听力策略类型(认知策略和元认知策略)有显著的统计学差异。为了实现这些目标,研究人员使用了一份适当的问卷作为数据收集手段,包括(40)个项目,涵盖了四分制的认知和元认知策略(从不,有时,经常和总是)。本研究的样本包括(59)名2020/2021学年英语系/教育学院/瓦西特大学的一年级学生。使用适当的统计方法对本研究的结果进行了分析和讨论。本研究结果显示,学生对听力策略的运用情况总体较好。学生在听力策略使用上的性别差异有统计学意义。此外,研究发现,学生的听力策略类型(认知和元认知)根据性别(男性和女性)变量和电子学习听力策略类型存在统计学差异。女生使用认知策略和元认知策略的比例高于男生。The findings of this study hoped to be beneficial to EFL instructors, teachers, learners, researchers, and curriculum designers. Key words: gender, listening strategies, cognitive listening strategies and meta-cognitive listening strategies, E-learning.
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An Investigation of The Listening Strategies (Cognitive and Meta-cognitive) Utilized by Iraqi EFL College Students According to Gender Variable
The present study investigates (1) the listening strategies used by Iraqi EFL College students (2) the use of listening strategies according the students’ gender (male and female). (3) To know the significant statistical differences of the students’ listening strategies type (cognitive and meta-cognitive) according to the students’ gender (male and female) variable and the listening strategy type in E- learning. To achieve these aims the researcher uses an appropriate questionnaire as a data collection means consisting of (40) items covering the cognitive and meta-cognitive strategies with four point scale (never, sometime, often and always). The sample of this study consists of (59) first year class students in English department/ college of Education/ University of Wasit during the academic study year 2020/2021. The findings of this study have been analyzed and discussed using appropriate statistical methods.  The findings of this study show that the utilize of listening strategies of the students, in general, was good. There were statistical differences of the students’ use of listening strategies according to their gender. In addition, the findings revel that there were statistical differences of the students’ listening strategies type (cognitive and meta-cognitive) according to the students’ gender (male and female) variable and the listening strategy type in E- learning. Female students used listening strategies both cognitive and meta-cognitive more than males. The findings of this study hoped to be beneficial to EFL instructors, teachers, learners, researchers, and curriculum designers. Key words: gender, listening strategies, cognitive listening strategies and meta-cognitive listening strategies, E-learning.
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