This is a descriptive research that gathered quantitative as well as qualitative data on the listening comprehension difficulties frequently experienced by selected college students enrolled in the College of Education. Results of the investigation reveal that the students often experienced difficulties in listening to aurally-presented texts due to the physical setting that is noisy and listening aids/materials/equipment that have problems with the volume or the quality of sound. They sometimes had problems with: 1) the listening comprehension process; 2) the texts' linguistic features; 3) concentration; 4) psychological characteristics pertaining to their interest, attitude towards the text, and their confidence; 5) the listener; 6) the speaker/reader; 7) content of the text. Thus, a list of appropriate strategies was proposed to remediate the difficulties experienced by the students when listening to aurally-presented texts. Based on the findings several recommendations were given. Among these are: 1) Further studies should be extended to cover the students majoring other courses ( e.g., Physical Education, Mathematics, Social Studies, Filipino); 2) Conduct research on the possible reasons for the listening difficulty that signal the presence of another problem such as ear infection or an attention deficit; and 3) Apply remediation strategies proposed in this study.
Cecilia Calub, Tarlac State University, The Philippines
Francelle Calub, Tarlac State University, The Philippines
Rosalina Garcia, Tarlac State University, The Philippines
Leodivina Tagama, Tarlac State University, The Philippines
Stream: Globalisation/internalisation of education and impact on student learning
This paper is part of the CHER-HongKong2018 Conference Proceedings (View)
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