Abstract
Listening skill is vital for the learners’ effective communication and academic performance. This research assessed the listening strategies and the listening comprehension of the freshmen BAEL students in a state university. It employed the descriptive correlational design utilizing an adapted and validated survey questionnaire to measure the listening strategies while an audio test tool was prepared for the listening comprehension of the 73 language students. Data were quantitatively analyzed using descriptive statistics, while Pearson-r was used to determine the extent of relationship using the SPSS app. Findings revealed that the listening strategies in terms of cognitive were highly manifested, and the metacognitive was sometimes manifested, while the socio-affective was rarely manifested among the students. Similarly, the listening comprehension from a prepared speech got an outstanding performance, while the extemporaneous speech had an excellent performance, and the humorous speech described as a fair performance. Statistically, a significant relationship existed between listening strategy and comprehension. It further showed that the metacognitive strategy has a very strong relationship for the prepared and extemporaneous speech. Moreover, the socio-affective listening strategy has a strong relationship in all listening comprehension areas. In conclusion, the listening strategies of the students can influence their listening comprehension. A good listening strategy can yield a better listening comprehension performance. Hence, it is recommended for students to enhance their use of listening strategies to improve listening comprehension performance.
Keywords: English Language Education, Listening Comprehension, Listening Strategies, Descriptive-Correlational, State University
https://doi.org/10.65494/pinagpalapublishing.193
