FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...
FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...
FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...
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input, activating related schemata, or simply lack of cultural awareness.<br />
One learner (S18) reported that it was difficult for her to understand the message<br />
which was related to the historical “the American Civil War”,” I was not a social<br />
science student so that I didn’t learn History; it was difficult for me to understand<br />
the story.” For learner (S19), the interpretation of the whole text remained<br />
problematic, although certain strategies, such as inferencing were involved: "I<br />
inferred the word meaning from the context. Sometimes I understood all the words,<br />
but when all the parts were put together, I didn't know what the speaker was trying<br />
to say." Learner (S20) could not decide how to interpret the meaning of the word<br />
"hide" from the context: “Once, I remember, the speakers in the dialogue were<br />
mentioning the word ‘hide’ several times, but it was very strange for me. After I<br />
went home, I looked it up in the Oxford Advanced Learners Dictionary. Then, I<br />
realized there were several meanings in ‘hide’. But to tell you the truth, I didn’t<br />
know which meaning was the right one.” And, learner (S22) did not succeed in<br />
applying a prediction skill to listening comprehension due to insufficient<br />
background knowledge or schemata: "Prediction was hard for me when I got a<br />
topic, story, or report that I have never heard of."<br />
3) Fatigue<br />
Some learners mentioned fatigue as one of the causes for not being successful in<br />
spoken word processing. For learner (S23) and (S24), their attention or other mental<br />
efforts for listening were affected by their overall condition, i.e., whether they were<br />
tired or not. As stated by learner (S25): "my attention to listen is depended on<br />
whether I am tired or not. When my energy is low, I can't listen very well. Maybe<br />
listening to English songs is all right, but not the tests and the assignments." The<br />
other learner (S26) also reported: "I had to work full time in the other courses. When<br />
I got into the listening class in the hot afternoon immediately after lunch, I was<br />
exhausted. I did not feel like using my brain. When I listened to English at that<br />
time, I got dizzy."<br />
4) Poor English proficiency<br />
The students’ result in the listening course showed that most of the students were<br />
extremely weak in their listening comprehension. Many students also admitted (in<br />
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