SavedAdd your journal

Journals / Ana Dili Eğitimi Dergisi / 2024 / Cilt: 12 Sayı: 4

Academic Listening and Reading Problems in the Mother Tongue: Why Don’t Undergraduate Students Understand?

Ana Dilinde Akademik Dinleme ve Okuma Sorunları: Lisans Öğrencileri Neden Anlamıyor?

Efecan Karagöl(ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ)0000-0003-0331-8009
Canan Tunç Şahin(ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ, EREĞLİ EĞİTİM FAKÜLTESİ)0000-0003-0997-2124
Pages
940–957
Publication Date
2024-10-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that students emphasized that faculty members’ reliance on reading directly from slides makes their teaching styles monotonous.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to identify the academic listening and reading challenges undergraduate students face in their mother tongue.
📊
Key Findings & Data:The study was designed following a qualitative approach, and the opinions of forty-three students and five faculty members, along with daily logs and observations, were evaluated.
💡
Conclusion & Impact:The findings indicate that students emphasized that faculty members’ reliance on reading directly from slides makes their teaching styles monotonous.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Akademik dinleme · akademik okuma · akademik dil

Abstract

This study aims to identify the academic listening and reading challenges undergraduate students face in their mother tongue. The study was designed following a qualitative approach, and the opinions of forty-three students and five faculty members, along with daily logs and observations, were evaluated. The data were analyzed using the content analysis technique. The findings indicate that students emphasized that faculty members’ reliance on reading directly from slides makes their teaching styles monotonous. Moreover, since slides are perceived as pre-prepared materials, students tend to disengage from active listening in class. Additionally, difficulties in organizing large amounts of scattered information and deficiencies in note-taking skills emerged as notable challenges in academic listening. Regarding academic reading, students reported struggling with access to academic texts, the complex language of these texts, and identifying key information within them. As a solution to these issues, there is a need for supportive training to enhance students' academic listening and reading skills.

Özet

Bu araştırmanın amacı, lisans öğrencilerinin ana dilinde akademik dinleme ve okuma sorunlarını belirlemektir. Nitel yaklaşıma göre tasarlanan araştırmada kırk üç öğrenci ve beş akademisyenin görüşleri ile günlük ve gözlemler değerlendirilmiştir. Veriler, içerik analizi tekniğiyle çözümlenmiştir. Araştırmanın sonucunda öğrenciler, akademisyenlerin slayt okuyarak ders anlatmalarının öğretim tarzlarını sıkıcı hâle getirdiğini vurgulamıştır. Ayrıca slaytlar hazır materyal olarak görüldüğünden öğrenciler sınıfta aktif dinlemeden kopmaktadır. Bunun yanı sıra dağınık ve çok sayıda bilgiyi sınıflandıramama ile not alma becerisinin yetersizliği de akademik dinlemede dikkat çeken bulgular arasındadır. Öğrenciler, akademik okumada akademik metinlere erişememe, metinlerin karmaşık dili ve metinlerde önemli bilgiyi belirleyememe gibi sorunlarla karşılaşmaktadır. Bu sorunların giderilmesi için akademik dinleme ve okuma becerilerinin geliştirilmesine yönelik destekleyici eğitimlere ihtiyaç duyulmaktadır.

🔖

Cite This Article

Karagöl, E., Şahin, C. T. (2024). Academic Listening and Reading Problems in the Mother Tongue: Why Don’t Undergraduate Students Understand?. Ana Dili Eğitimi Dergisi, Cilt: 12 Sayı: 4, 940–957. https://doi.org/10.16916/aded.1537573

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (95)

  1. Akarsu, O. ve Harputlu, L. (2014). Perceptions of EFL students toward academic reading. Reading Matrix: An International Online Journal, 14(1), 61-75.
  2. Astika, G. ve Kurniawan, A. (2010). The challenges of using TED Talks as authentic resources of academic listening for EFL university students. Linguistics, 9, 589-598. https://doi.org/10.17509/ijal.v9i3.23209
  3. European Commission (2005). Proposal for a recommendation of the European Parliament and of the council on key competences for lifelong learning. https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52005PC0548
  4. Benson, M. J. (1989). The academic listening task: A case study. TESOL Quarterly, 23(3), 421-445. https://doi.org/10.2307/3586919
  5. Bernhardt, E. B. (2011). Understanding advanced second-language reading. Routledge.
  6. Chaudron, C., ve Richards, J. C. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127. https://doi.org/10.1093/applin/7.2.113
  7. Christian, O. A. (2018). Listening proficiency: Challenges in classroom dynamics. Apostolate of language and linguistics: A Festschrift in Honour of Professor Emmanuel Okonkwo Ezeani, 44-52. http://www.jmel.com.ng/books/profezeani/index.htm
  8. Christison, M. A., ve Krahnke, K. J. (1986). Student perceptions of academic language study. TESOL Quarterly, 20(1), 61-81.
  9. Creswell, J. W. (2019). Nitel araştırmacılar için 30 temel beceri. (H. Özcan, Çev.). Ankara: Anı Yayıncılık.
  10. Dunkel, P. (1988). The content of L1 and L2 students' lecture notes and its relation to test performance. TESOL Quarterly, 22(2), 259-281. https://doi.org/10.2307/3586936
  11. Durmuşoğlu Köse, G., Yüksel, İ., Öztürk, Y. ve Tömen, M. (2019). Turkish academics’ foreign language academic literacy: A needs analysis study. International Journal of Instruction, 12(1), 717-736.
  12. Ferris, D. (1998). Students' views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly, 32(2), 289-316. https://doi.org/10.2307/3587585
  13. Ferris, D. ve Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320. https://doi.org/10.2307/3588145
  14. Fitriana, M. (2018). Students' reading strategies in comprehending academic reading: A case study in an Indonesian private collage. International Journal of Language Education, 2(2), 43-51.
  15. Flowerdew, J. (1994). Academic listening: Research perspectives. Cambridge University Press.
  16. Flowerdew, J., ve Miller, L. (1997). The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes, 16(1), 27-46. https://doi.org/10.1016/S0889-4906(96)00030-0
  17. Given, L. M. (2021). 100 soruda nitel araştırma. (A. Bakla ve İ. Çakır, Çev.). Ankara: Anı Yayıncılık.
  18. Golkar, M., ve Yamini, M. (2007). Vocabulary, proficiency and reading comprehension. The Reading Matrix, 7(3), 88-112.
  19. Gorzycki, M., Desa, G., Howard, P. J. ve Allen, D. D. (2020). “Reading is important,” but “I don't read”: Undergraduates’ experiences with academic reading. Journal of Adolescent & Adult Literacy, 63(5), 499-508. https://doi.org/10.1002/jaal.1020
  20. Gorzycki, M., Howard, P., Allen, D., Desa, G. ve Rosegard, E. (2016). An exploration of academic reading proficiency at the university level: A cross-sectional study of 848 undergraduates. Literacy Research and Instruction, 55(2), 142-162. https://doi.org/10.1080/19388071.2015.1133738
  21. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
  22. Gu, P. Y. (2003). Vocabulary learning in a second language: person, task, context and strategies. TESL-EJ, 7(2), 1-25.
  23. Hamp-Lyons, L. (1983). Survey of materials for teaching advanced listening and note-taking. TESOL Quarterly, 17(1), 109-122. https://doi.org/10.2307/3586428
  24. Hartshorn, K. J., Evans, N. W., Egbert, J. ve Johnson, A. (2017). Discipline-specific reading expectation and challenges for ESL learners in US universities. Reading in a Foreign Language, 29(1), 36–60.
  25. Hellekjær, G. O. (2010). Language matters: Assessing lecture comprehension in Norwegian English-medium higher education. In C. Dalton-Puffer, T. Nikula, ve U. Smit(Eds.). Language use and language learning in CLIL classrooms (pp. 233-258). John Benjamins Publishing Co. https://doi.org/10.1075/aals.7.12ole
  26. Henriksen, B., D. Albrechtsen ve K. Haastrup. (2004). The relationship between vocabulary size and reading comprehension in the L2. Angles on the English-Speaking World, 4, 129-140.
  27. Hermida, J. (2009). The importance of teaching academic reading skills in first year university courses. The International Journal of Research and Review, 3, 20-30.
  28. Hirano, E. (2014). ‘I read, I don’t understand’: Refugees coping with academic reading. ELT Journal, 69(2), 178-187. https://doi.org/10.1093/elt/ccu068
  29. Hirsh, D. ve P. Nation. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language 8(2), 689-696.
  30. Hirvela, A., ve Du, Q. (2013). “Why am I paraphrasing?”: Undergraduate ESL writers' engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12(2), 87-98. https://doi.org/10.1016/j.jeap.2012.11.005
  31. Howard, P. J., Gorzycki, M., Desa, G., ve Allen, D. D. (2018). Academic reading: Comparing students’ and faculty perceptions of its value, practice, and pedagogy. Journal of College Reading and Learning, 48(3), 189-209.
  32. Hu, M. ve Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430.
  33. Huang, J. (2004). Voices from Chinese students: Professors' use of English affects academic listening. College Student Journal, 38(2), 212-223.
  34. Huang, J. (2005). Challenges of academic listening in English: Reports by Chinese students. College Student Journal, 39(3), 553-569.
  35. Huang, J. (2006). English abilities for academic listening: How confident are Chinese students? College Student Journal, 40(1), 218-227.
  36. Huang, J. ve Su, S. (2013). North American professors’ use of English affects Chinese ESL students’ academic listening. In East meets West: Chinese ESL students in North American. Higher Education, 95-105.
  37. Irmawati, N. D. (2012). Communicative approach: An alternative method used in improving students' academic reading achievement. English Language Teaching, 5(7), 90-101. https://doi.org/10.5539/elt.v5n7p90
  38. Jackson, L., Meyer, W. ve Parkinson, J. (2006). A study of the writing tasks and reading assigned to undergraduate science students at a South African University. English for Specific Purposes, 25(3), 260-281. https://doi.org/10.1016/j.esp.2005.04.003
  39. Jin, T., Liu, X. ve Lei, J. (2020). Developing an effective three-stage teaching method for collaborative academic reading: Evidence from Chinese first-year college students. Journal of English for Academic Purposes, 45, 1-8. https://doi.org/10.1016/j.jeap.2020.100853
  40. Kamaşak, R., Sahan, K. ve Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945
  41. Karakoç, A. I., Ruegg, R. ve Gu, P. (2022). Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes, 55, 101071. https://doi.org/10.1016/j.jeap.2021.101071
  42. Kemaloglu-Er, E. (2020). Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 20, 597-615. https://doi.org/10.29000/rumelide.792243
  43. Khadawardi, H. (2021). Transfer of print-based academic reading strategies to on-screen reading. International Journal of English Language Education, 9(1), 60-105. https://doi.org/10.5296/ijele.v9i1.18091
  44. Kılıç, S. (2015). Kappa testi. Journal of Mood Disorders, 5(3), 142-144.
  45. Kuzborska, I. (2015). Perspective taking in second language academic reading: A longitudinal study of international students' reading practices. Journal of English for Academic Purposes, 20, 149-161. https://doi.org/10.1016/j.jeap.2015.09.004
  46. Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren, ve M. Nordman (Eds.), Special language: From humans thinking to thinking machines (pp. 316-323). Multilingual Matters.
  47. Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P. J. L. Arnaud, ve H. Béjoint (Eds.). Vocabulary and applied linguistics (pp.126-132). Macmillan.
  48. Levine, A., Ferenz, O. ve Reves, T. (2000). EFL academic reading and modern technology: How can we turn our students into independent critical readers. Tesl-Ej, 4(4), 1-9.
  49. Liu, C. Y. ve Chen, H. J. H. (2020). Analyzing the functions of lexical bundles in undergraduate academic lectures for pedagogical use. English for Specific Purposes, 58(4), 122-137. https://doi.org/10.1016/j.esp.2019.12.003
  50. Liu, X. (2018). Establishing the foundation for a diagnostic assessment of reading in English for academic purposes [Unpublished PhD thesis]. The University of Auckland.
  51. Liu, X. ve Read, J. (2020). General skill needs and challenges in university academic reading: Voices from undergraduates and language teachers. Journal of College Reading and Learning, 50(2), 70-93. https://doi.org/10.1080/10790195.2020.1734885
  52. Locke, E. A. (1977). An empirical study of lecture note taking among college students. Journal of Educational Research, 71(2), 93-99. https://doi.org/10.1080/00220671.1977.10885044
  53. Lopatovska, I. ve Sessions, D. (2016). Understanding academic reading in the context of information-seeking. Library Review, 65(8/9), 502-518. https://doi.org/10.1108/LR-03-2016-0026
  54. Lynch, T. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes, 10(2), 79-88. https://doi.org/10.1016/j.jeap.2011.03.001
  55. Martiarini, E. (2018). Reading for academic purposes: Problems faced by undergraduate students of visual communication design, university of Indraprasta PGRI. Journal of English Language Education and Literature, 3(1), 16-26. https://doi.org/10.30599/channing.v3i1.250
  56. McCulloch, S. (2013). Investigating the reading-to-write processes and source use of L2 postgraduate students in real-life academic tasks: An exploratory study. Journal of English for Academic Purposes, 12(2), 136-147. https://doi.org/10.1016/j.jeap.2012.11.009
  57. McGrath, L., Berggren, J., ve Mežek, Š. (2016). Reading EAP: Investigating high proficiency L2 university students’ strategy use through reading blogs. Journal of English for Academic Purposes, 22, 152-164. https://doi.org/10.1016/j.jeap.2016.03.003
  58. McWhorter, K. T. (2007). Academic reading. Pearson Longman.
  59. Mehar Singh, M. K. (2019). Lecturers’ views: Academic English language-related challenges among EFL international master students. Journal of Applied Research in Higher Education, 11(2), 295-309. https://doi.org/10.1108/JARHE-07-2018-0117
  60. Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber. (S. Turan, Çev.). Ankara: Nobel.
  61. Miller, K. ve Merdian, H. (2020). “It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis. Journal of University Teaching & Learning Practice, 17(2), 1-17. https://doi.org/10.53761/1.17.2.3
  62. Mizrachi, D. (2015). Undergraduates' academic reading format preferences and behaviors. The Journal of Academic Librarianship, 41(3), 301-311. https://doi.org/10.1016/j.acalib.2015.03.009
  63. Muñoz, C. ve Valenzuela, J. (2020). Demotivation in academic reading during teacher training. Journal of Research in Reading, 43(1), 41-56. https://doi.org/10.1111/1467-9817.12288
  64. Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review 63(1), 59-82. https://doi.org/10.3138/cmlr.63.1.59
  65. Negretti, R. ve Kuteeva, M. (2011). Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers. Journal of Second Language Writing, 20(2), 95-110. https://doi.org/10.1016/j.jslw.2011.02.002
  66. Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes, 12(1), 1-9. https://doi.org/10.1016/j.jeap.2012.09.001
  67. Padagas, R. C. ve Hajan, B. H. (2020). Academic reading and writing needs of undergraduate nursing students in research. International Journal of Learning, Teaching and Educational Research, 19(5), 318-335. https://doi.org/10.26803/ijlter.19.5.20
  68. Park, H. (2019). The Effect of L1 and L2 notetaking in academic lecture listening on listening comprehension and analysis of notes [Unpublished Master’s thesis]. St. Cloud State University.
  69. Patton, Q. M. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M. Bütün ve S. B. Demir, Çev.). Pegem Akademi.
  70. Poole, A. (2014). Successful and struggling students' use of reading strategies: The case of upperclassmen. Learning Assistance Review, 19(2), 59-80.
  71. Program for the International Assessment of Adult Competencies (PIAAC). (2016). https://www.oecd.org › skills
  72. Programme for International Student Assessment (PISA). (2018). Erişim adresi: https://www.oecd.org › pisa
  73. Qayyum, M., A. (2008). Capturing the online academic reading process. Information Processing & Management, 44(2), 581-595. https://doi.org/10.1016/j.ipm.2007.05.005
  74. Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review 56(2), 282-307.
  75. Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536.
  76. Rahman, M. (2009). Academics’ perceptions of reading and listening needs for English for specific purposes: A Case from National University of Malaysia. Language in India, 9(4), 292-311.
  77. Saengpakdeejit, R. ve Intaraprasert, C. (2014). Reading strategies in foreign language academic reading: A qualitative investigation. Theory & Practice in Language Studies, 4(12), 2599-2608. https://doi.org/10.4304/tpls.4.12.2599-2608
  78. Saldana, J. (2022). Nitel araştırmacılar için kodlama el kitabı. (A. Tüfekçi ve S. N. Şad, Çev.). Pegem Akademi.
  79. Sengupta, S. (2002). Developing academic reading at tertiary level: A longitudinal study tracing conceptual change. The Reading Matrix, 2(1). http://www.readingmatrix.com/articles/sengupta/article.pdf
  80. Shehata, A. M. K. (2019). Understanding academic reading behavior of Arab postgraduate students. Journal of Librarianship and Information Science, 51(3), 814-822. https://doi.org/10.1177/0961000617742468
  81. Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26(2), 289-318. https://doi.org/10.2307/3587007
  82. Singh, M. K. M. (2014). Challenges in academic reading and overcoming strategies in taught master programmes: A case study of international graduate students in Malaysia. Higher Education Studies, 4(4), 76-88.
  83. Smith, J. A. ve Fieldsend, M. (2021). Interpretative phenomenological analysis. In P. M. Camic (Ed.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 147-166). American Psychological Association.
  84. Sohail, S. (2015). Academic reading strategies used by Leeds Metropolitan University Graduates: A case study. Journal of Education and Educational Development, 2(2), 115-133. https://doi.org/10.22555/joeed.v2i2.442
  85. Solomon, J. ve Rhodes, N. C. (1995). Conceptualizing academic language. Center for Applied Linguist, 1-21. https://files.eric.ed.gov/fulltext/ED389212.pdf
  86. Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. The Language Learning Journal, 36(2), 139-152. https://doi.org/10.1080/09571730802389975
  87. Stoffelsma, L., Spooren, W., Mwinlaaru, I. N. ve Antwi, V. (2020). The morphology-vocabulary-reading mechanism and its effect on students’ academic achievement in an English L2 context. Journal of English for Academic Purposes, 47, 100887. https://doi.org/10.1016/j.jeap.2020.100887
  88. Suraprajit, P. (2019). An ınvestigation of academic reading strategies among Thai economics students. International Journal of Language & Linguistics. 6(3), 84-94. https://doi.org/10.30845/ijll.v6n3p12
  89. Taillefer, G. (2005). Reading for academic purposes: The literacy practices of British, French and Spanish law and economics students as background for study abroad. Journal of Research in Reading, 28(4), 435-451. https://doi.org/10.1111/j.1467-9817.2005.00283.x
  90. Th Progress in International Reading Literacy Study (PIRLS). (2021). Erişim adresi: https://pirls2021.org/results/achievement/overall
  91. Valera, F. D. (2019). Academic listening difficulties: Experiences of East Asian. International Students, 6(2), 79-85.
  92. Van den Heuij, K., Goverts, T., Neijenhuis, K. ve Coene, M. (2021). Challenging listening environments in higher education: An analysis of academic classroom acoustics. Journal of Applied Research in Higher Education, 13(4), 1213-1226. https://doi.org/10.1108/JARHE-05-2020-0112
  93. Weir, C.J., Hawkey, R., Green, A., Unaldi, A. ve Devi, S. (2012). The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university. In L. Taylor ve C. J. Weir (Eds.), IELTS collected papers 2: Research in reading and listening assessment, (pp. 37-119). Cambridge University Press.
  94. Yulia, M. F., Sulistyo, G. H. ve Cahyono, B. Y. (2020). Affective engagement in academic reading: What EFL student teachers reveal. International Journal of Evaluation and Research in Education, 9(3), 791-798. https://doi.org/10.11591/ijere.v9i3.20635
  95. Zhang, L. ve Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69.