Running head: CRITICAL ANALYSIS 1

Critical Analysis of

Listening strategy use and influential factors in Web-based computer assisted language learning

Journal of Computer Assisted Learning

Basir Nekmal

California State University Monterey Bay

March 2016
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Abstract

This paper is written with the intention to critically analyze the article titled Listening strategy

use and influential factors in Web-based computer assisted language learning by L. Chen,

R. Zhang and C. Liu. The article is published in the Journal of Computer Assisted Learning. The

study in the article is focused on investigating second and foreign language (L2) learners

listening strategy use and factors that influence their strategy use in a Web-based Computer

Assisted Language Learning (CALL) system. In order to critically analyze the article, answers to

several questions were sought regarding the type of study and its purpose, the procedure used in

the study (methods), the findings of the study and the conclusion reached.

Keywords: Computer Assisted Language Learning (CALL), Descriptive Statistical

Analysis, Multiple Regression Analysis, t-Tests, Strategy inventory, Factor questionnaire,

Cronbachs .
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Introduction

1. What type of study is this?

The study carried out in the article I have selected for the purpose of critical analysis is a

non-experimental and correlational research. It is investigating the relationship between different

listening strategies and the influential factors that influence the use of these strategies in a Web-

based Computer Assisted Language Learning (CALL) system.

A non-experimental research describes relationships between variables and cannot test cause-

and-effect relationships. (Neil J. Salkind 2009)

A correlational research asks what several events have in common and whether one event can

allow prediction of another event. A correlational research does not imply causation.

2. What is the stated purpose of the study? Why was it done?

The stated purpose of the study is Listening strategy use and influential factors in Web-

based computer assisted language learning.

The study was done to investigate second and foreign language (L2) learners listening

strategy use and factors that influence their strategy use in a Web-based Computer Assisted

Language Learning (CALL) system. This study was designed to explore listening strategies used

by L2 learners in a Web-based CALL system. The long term goal of the study is to inspire

language professionals to develop pedagogies that can facilitate L2 listening comprehension in a

Web-based Computer Assisted Language Learning (CALL) environment.

3. Are hypotheses, questions, or objectives explicitly stated, and if so, are they clear?

Yes. The researchers have developed the following questions to guide their study.
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How do L2 listeners use listening strategies in Web-based CALL?

Do any factors appear to predict the use of listening strategies in Web-based CALL? If

so, to what extent?

Does the interaction of any such factors affect the use of listening strategies? If so, how?

Does the intensity of any such factors affect the use of listening strategies? If so, how?

These questions are clear enough to understand. The important terms such as listening strategies,

factors influencing listening strategies and web based CALL system are explained in detail.

4. Did the researchers make a convincing case that a research hypothesis, question, or

objective was important to the study? Explain.

Yes the researchers did make a convincing case that a research objective was important to the

study. According to the researchers, this study is one of the first studies to examine L2 listening

strategies in Web-based CALL which will generate some initial data for further research into the

role that different listening strategies play in Web-based CALL.

The researchers have justified the need for this study by stating that despite the assistance of

modern technologies, acquiring listening comprehension remains a highly complex problem-

solving process (Vandergrift, 1999). This process can be even more complex in an L2 context

because listeners whose first language system is based on a different phonological system and

linguistic structure must process the incoming information using linguistic rules and conventions

they have not completely mastered (Shang, 2008). Therefore, to understand such a complex

process, research in listening comprehension has shifted its focus from the result of learning to

the sequence through which comprehension takes place.

Referring to different studies by a number of researchers, the researchers state that these
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studies have found that listening strategies are an important facet to the process of listening

comprehension and that not all learners use listening strategies in the same fashion, in terms of

type and frequency, due to a number of factors.

Research Procedures (Methods)

1. What was the procedure? Was the study of a quantitative nature or of a qualitative

nature? (Quantitative) Did the sampling procedures produce a sample that is

representative of the target population? Explain.

OR (Qualitative) Did the researchers select participants (individual, small group, or site)

appropriate for the purpose of study? Explain.

The study is of a qualitative nature. 82 students (36 male and 46 female) who took College

English at a university in China participated in the study. Instead of taking listening classes in the

traditional classroom, the students were asked to use a Web-based computer assisted learning

system to practice their listening during the study.

The system contained a student interface, a teacher interface and an administrator interface.

The student interface comprised learning resources, testing and such communication tools as

email and online conferencing capabilities. The students could access the listening material and

activities anywhere and anytime to practice their listening as long as their computer was

connected to the internet. After starting their session on the CALL system all activities during the

session were recorded and transmitted to the server. The learning material was categorized into

six levels with 13 theme-specific units in each level. Within a unit, students could perform any

pre-listening, while listing and post-listening tasks as many times as they wanted as long as they

did not submit their study report and go to the next unit. Students assessed their learning by
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taking a test after each unit. Students had to score 70 out of 100 to reach a proficiency level

which was equal to a grade of C or a passing score. Students had to take a review test after 3

units. After all the units in a level students would take a final test to assess their overall learning.

Data Collection

The students listening proficiency was assessed by a national standardized listening

comprehension test, which is a CET-4 subtest, developed by the Ministry of Education in China.

The CET-4 is a large-scale test used to assess college students English proficiency in China.

Furthermore, the students were asked to complete a strategy inventory and a factor questionnaire

at the end of the study.

The strategy inventory used to survey the students strategy use in the Web-based CALL

system consisted of 24 items measuring 3 types of strategies used by the students, including

cognitive strategies (9 items), metacognitive strategies (10 items) and affective strategies (5

items). A Likert scale with 5 = always and 1 = never, was used to report perceived use of each

strategy.

The factor questionnaire surveying the students perceived learning motivation, styles and

anxiety was developed based on relevant research studies associated with affective factors. The

factor questionnaire contains 30 items that determine the students learning style preferences (10

items), motivation (10 items) and learning anxiety (10 items) in the Web-based CALL system.

Each item is rated on a 5-point Likert scale with 5 = strongly agree and 1 = strongly disagree.

The students were asked to identify their gender on the questionnaire.

2. Were the measurements valid and reliable? Explain.

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Yes the measurements are valid and reliable. A descriptive statistical analysis was used to

examine the frequency of the students use of overall strategies as well as strategy types and their

leaning style preferences, motivation, learning anxiety and listening proficiency. A multiple

regression analysis was used to identify factors influencing the students use of listening

strategies and interactions of the factors. t- tests (inferential statistical analysis) were carried out

to examine whether any difference exists between students with different characteristics and

proficiency levels in the use of overall listening strategies and strategy types.

3. Were the research procedures appropriate and clearly described so that others could

replicate them if they wished? Defend.

Yes, the research procedures were appropriate and clearly described. Proper procedure for

data collection in assessing students listening proficiency (CET-4 test) was clearly stated.

Strategy inventory was used to survey the students strategy use in the Web-based CALL system

using a Likert scale. Factor questionnaire was used to survey the students perceived motivation,

styles and anxiety using a Likert scale. Cronbachs was applied to the data produced by the

pilot test to establish a coefficient of internal consistency.

Research Results

1. To the best of your knowledge, were appropriate statistical techniques used, and were they

used correctly? Explain to the best of your knowledge.

Following are some statistical techniques used for this study:

Descriptive Statistical Analysis: Descriptive statistics are numbers that are used to summarize

and describe data where the word "data" refers to the information that has been collected from an

experiment, a survey, a historical record, etc..

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In this study descriptive statistical technique is used to analyze the listeners use of overall

strategies and strategy types.

Multiple Regression Analysis: Multiple regression analysis is a powerful technique used for

predicting the unknown value of a variable from the known value of two or more variables, also

called the predictors. In this study multiple regression analysis was performed to determine the

extent to which the presence of different factors could be used to predict students use of

listening strategies in the Web-based CALL environment.

t-Test: The t-test assesses whether the means of two groups are statistically different from each

other. This analysis is appropriate whenever you want to compare the means of two groups.

2. (Qualitative) Did clearly stated hypotheses or questions emerge from the data that were

collected? Explain.

Yes the questions/hypotheses developed by the researchers before starting the study did

emerge as a result of the data that were collected.

Following are the questions and the findings to the questions as a result of the data collection.

How do L2 listeners use listening strategies in Web-based CALL?

Based on the results derived from the descriptive statistical analysis, cognitive and metacognitive

strategies are ranked highest among the use whereas affective strategies are used least frequently.

Do any factors appear to predict the use of listening strategies in Web-based CALL? If

so, to what extent?

Based on the results derived from the multiple regression analysis, both motivation and learning

styles significantly predict the students use of listening strategies in Web-based CALL. While
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motivation accounts for 44% of the variation in listening strategy use, learning styles account for

25% of the variation.

Does the interaction of any such factors affect the use of listening strategies? If so, how?

The partial correlations between the factors were examined to understand how the individual

factors interacted to influence the students use of listening strategies. A significant relationship

was found between motivation and learning styles, learning styles and anxiety and learning

anxiety and proficiency according to Davis (1971) conventions for describing measures of

association.

Does the intensity of any such factors affect the use of listening strategies? If so, how?

Based on the data collected related to the individual factors on the strategy use, the mean

differences were significant between students who reported they were motivated to practice

listening using Web-based CALL system and students who did not. Students who prefer Web-

based CALL use cognitive strategies more frequently than those who dont. Students with high

anxiety tend to use affective strategies more frequently than those with low anxiety.

Discussion of Results

1. Do the results of the data analyses support what the researchers conclude are the findings

of the study? Explain.

Yes, the results of the data analyses did support what the researchers concluded were the

findings of the study. For example, based on the results of the data analyses the researchers

concluded that the students use of listening strategies in terms of type and frequency is in the

medium range with cognitive and metacognitive strategies ranked as the most frequent types.

The researchers also concluded that motivation is the strongest indicator that predicts students
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use of listening strategies in a Web-based CALL system. The regression analysis of different

influential factors did prove that motivation is the strongest predicator of listening strategies.

2. Did the researchers provide reasonable explanations of the findings? Explain.

Yes. The researchers focused the explanation of their findings on answering the guiding

questions developed before the study by the researchers and explained their findings in light of

those questions. The researchers were able to clearly analyze the data derived from the statistical

techniques and used the information derived from that data to answer the guiding questions of

the study.

3. Did the researchers draw reasonable implications for practice from the findings? Explain.

Yes the researchers did draw reasonable implications for practice from the findings. For

example, it was found in the study that despite the fact that students with high anxiety tend to use

affective strategies more frequently, affective strategies that are known to reduce learning

anxiety were used least frequently in the study. One of the suggestions made by the researchers

was to reduce internal anxiety, raising students awareness of affective strategies and teaching

them how to effectively use affective strategies in a Web-based CALL environment should be

considered.
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References

L. Chen, R. Zhangt and C. Liu (2014), Listening strategy use and influential factors in Web-

based computer assisted language learning. Retrieved form the Journal of Computer Assisted

Learning (2014), 30, 207-219

John D.Urschell (April 21, 2005), How to Analyze an Article. Retrieved from World Journal of

Surgery 2005

Neil J. Salkind (2009), The Role and Importance of Research (PowerPoint Slides). Retrieved

form Exploring Research 7th Editon, Chapter 1, 2009 Pearson Prentice Hall.

Prof. Nancy Lockwood (2016), Lecture Notes and Paper 1 Guidelines.

http://www.statscast.net

http://www.snapsurveys.com/blog/what-is-the-difference-between-qualitative-research-and-

quantitative-research/