<![CDATA[This ex post facto study examines the correlation and theeffectiveness of the language learning strategies on engineering students‘listening comprehension. Further, it strives to figure out the most effectivelearning strategies in improving their listening comprehension. They wereasked to answer both Strategy Inventory for Language LearningQuestionnaire (Oxford, 1990) and ESP Listening Comprehension Test asthe research instruments. The data findings were then classified andanalyzed by applying statistical analysis including Correlational Analysis,Analysis of Variance (ANOVA) and Tukey‘s HSD test. The researchfindings bring to light the correlation between language learning strategiesand engineering students‘ listening comprehension. The highestcorrelation can be gained by compensation strategy (with correlation value0,16) and cognitive strategy group (with correlation value -0,14).Meanwhile, the effectiveness of diverse learning strategies on engineeringstudents‘ listening comprehension has been proven through ANOVAcalculation (F-ratio 2,85 higher than F table 2,00 and p-value 0,007 less than à0.05). A combined metacognitive and affective strategy is revealedas the most effective learning strategy to improve engineering students‘listening comprehension. As a pedagogical implication, English teachersshould encourage the development of ESP learners‘ awareness of learningstrategies and affection for L2 listening as the first possible keys to success in ESP learning.]]>
Copyrights © 2017
