Effects of Mobile Assisted Language Learning on Listening Strategy Preference of Foreign Language Students

Abstract

The study examines the listening strategy preferences of advanced EFL students, considering the influence of mobile-assisted language learning (MALL). With technological advancements shaping language learning, this research explores two key questions: the impact of MALL on students’ listening strategy use and their perceptions of mobile apps for listening practice. Participants include advanced-level preparatory students at a public university in Türkiye, who have previously undergone a listening strategy training programme (LSTP) developed by Keser (2021). The study follows a mixed-method research design based on grounded theory for the qualitative part, employing an experimental approach for the quantitative part. Two groups, each with 21 students, were observed over seven weeks; the first week was separated for a pre-test. The experimental group used various mobile apps outside the classroom to enhance listening skills, while the control group relied solely on course materials. Qualitative data collection involved observation notes and semi-structured interviews, analyzed through open, axial, and selective coding. Pre- and post-test results were analyzed through paired-samples t-test and independent samples t-test. The findings categorize the listening strategies employed as cognitive or metacognitive and highlight their usage in relation to mobile apps. The results provide valuable insights for both lecturers and students, offering guidance on selecting appropriate listening strategies and mobile apps to improve listening skills.