EFFECT OF LANGUAGE LEARNING STRATEGIES ON ENGINEERING STUDENTS’ LISTENING COMPREHENSION

Abstract

This ex post facto study examines the correlation and the
effectiveness of the language learning strategies on engineering students‘
listening comprehension. Further, it strives to figure out the most effective
learning strategies in improving their listening comprehension. They were
asked to answer both Strategy Inventory for Language Learning
Questionnaire (Oxford, 1990) and ESP Listening Comprehension Test as
the research instruments. The data findings were then classified and
analyzed by applying statistical analysis including Correlational Analysis,
Analysis of Variance (ANOVA) and Tukey‘s HSD test. The research
findings bring to light the correlation between language learning strategies
and engineering students‘ listening comprehension. The highest
correlation can be gained by compensation strategy (with correlation value
0,16) and cognitive strategy group (with correlation value -0,14).
Meanwhile, the effectiveness of diverse learning strategies on engineering
students‘ listening comprehension has been proven through ANOVA
calculation (F-ratio 2,85 higher than F table 2,00 and p-value 0,007 less
than Ï 0.05). A combined metacognitive and affective strategy is revealed
as the most effective learning strategy to improve engineering students‘
listening comprehension. As a pedagogical implication, English teachers
should encourage the development of ESP learners‘ awareness of learning
strategies and affection for L2 listening as the first possible keys to
success in ESP learning.