Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios
Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificulta...
- Autores:
-
Gómez Paniagua, Juan Fernando
Díaz Larenas, Claudio Heraldo
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2020
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- spa
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/2782
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/2782
- Palabra clave:
- Estrategias comunicativas
Habilidad de escucha
Tareas comunicativas
Niveles de inglés
Factores individuales
Communication strategies
Listening skill
Communication tasks
English levels
Individual factors
Lengua
Languages
Lengua extranjera
Foreign languages
Enseñanza de una segunda lengua
Second language instruction
Educación bilingüe
Bilingual education
Inglés
English
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
| id |
RepoTdea2_c433221137d53b569b3edad9cca60ec7 |
|---|---|
| oai_identifier_str |
oai:dspace.tdea.edu.co:tdea/2782 |
| network_acronym_str |
RepoTdea2 |
| network_name_str |
Repositorio Tdea |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| dc.title.translated.none.fl_str_mv |
Use of communication strategies for the listening skill and its relation to university students’ English level |
| title |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| spellingShingle |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios Estrategias comunicativas Habilidad de escucha Tareas comunicativas Niveles de inglés Factores individuales Communication strategies Listening skill Communication tasks English levels Individual factors Lengua Languages Lengua extranjera Foreign languages Enseñanza de una segunda lengua Second language instruction Educación bilingüe Bilingual education Inglés English |
| title_short |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_full |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_fullStr |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_full_unstemmed |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_sort |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| dc.creator.fl_str_mv |
Gómez Paniagua, Juan Fernando Díaz Larenas, Claudio Heraldo |
| dc.contributor.author.none.fl_str_mv |
Gómez Paniagua, Juan Fernando Díaz Larenas, Claudio Heraldo |
| dc.subject.proposal.none.fl_str_mv |
Estrategias comunicativas Habilidad de escucha Tareas comunicativas Niveles de inglés Factores individuales Communication strategies Listening skill Communication tasks English levels Individual factors |
| topic |
Estrategias comunicativas Habilidad de escucha Tareas comunicativas Niveles de inglés Factores individuales Communication strategies Listening skill Communication tasks English levels Individual factors Lengua Languages Lengua extranjera Foreign languages Enseñanza de una segunda lengua Second language instruction Educación bilingüe Bilingual education Inglés English |
| dc.subject.unesco.none.fl_str_mv |
Lengua Languages Lengua extranjera Foreign languages Enseñanza de una segunda lengua Second language instruction Educación bilingüe Bilingual education Inglés English |
| description |
Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificultades en la comprensión de mensajes orales, y analizar la relación entre el empleo de estas estrategias y su nivel lingüístico en el idioma. Se realizó un estudio transversal descriptivo, conformado por 542 estudiantes; se empleó el instrumento OCSI (Oral Communication Strategy Inventory), aplicando el cuestionario correspondiente a la habilidad de escucha. Los datos se analizaron mediante estadística descriptiva e inferencial, encontrándose que las estrategias más empleadas corresponden a las de negociación del significado, noverbales y de orientación hacia las palabras. No se hallaron diferencias entre los niveles A2 (básico) y B1 (intermedio) en cuanto al uso de las estrategias. Palabras clave: Estrategias comunicativas; habilidad de escucha; tareas comunicativas; niveles de inglés; factores individuales. |
| publishDate |
2020 |
| dc.date.issued.none.fl_str_mv |
2020 |
| dc.date.accessioned.none.fl_str_mv |
2023-04-12T23:09:38Z |
| dc.date.available.none.fl_str_mv |
2023-04-12T23:09:38Z |
| dc.type.spa.fl_str_mv |
Artículo de revista |
| dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.content.spa.fl_str_mv |
Text |
| dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
| dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| format |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| status_str |
publishedVersion |
| dc.identifier.issn.spa.fl_str_mv |
1130-2496 |
| dc.identifier.uri.none.fl_str_mv |
https://dspace.tdea.edu.co/handle/tdea/2782 |
| dc.identifier.eissn.spa.fl_str_mv |
1988-2793 |
| identifier_str_mv |
1130-2496 1988-2793 |
| url |
https://dspace.tdea.edu.co/handle/tdea/2782 |
| dc.language.iso.spa.fl_str_mv |
spa |
| language |
spa |
| dc.relation.citationendpage.spa.fl_str_mv |
422 |
| dc.relation.citationissue.spa.fl_str_mv |
4 |
| dc.relation.citationstartpage.spa.fl_str_mv |
413 |
| dc.relation.citationvolume.spa.fl_str_mv |
31 |
| dc.relation.ispartofjournal.spa.fl_str_mv |
Revista Complutense de Educación |
| dc.relation.references.spa.fl_str_mv |
Abdulrahman, L. (2018). Listening strategies applied by students of Adel’s University. International Journal of English and Education, 7(4), 312–326. Ahmad, Y.B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. In I. G. N. A. S. and A. H. A.G. Abdullah, J. Foley (Ed.), Global Conference on Teaching, Assessment, and Learning in Education (Vol. 42, pp. 1–5). Sanur, Bali.: SHS Web of Conferences. https://doi.org/10.1051/shsconf/20184200048 Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7–10. Ahmed, S. T. S. & Pawar, S.V. (2018). Communicative competence in English as a foreign language: Its meaning and the pedagogical considerations for its development. The Creative Launcher, 2(4), 301-312. Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. Arpaci-Somuncu, D. (2016). Turkish EFL learners’ use of communication strategies and its predictors. ELT Research Journal, 5(3), 178–192 Beytullah, K., İşcan, A., Baskin, S., & Ayşegül, I. (2017). Investigation of Turkish teacher candidates listening skills. Universal Journal of Educational Research, 5(5), 750–756. Bonilla-Traña, M. (2016). Enseñanza explícita de estrategias comunicativas en el aprendizaje de la habilidad de expresión oral del inglés como L2 en adultos mayores. Universidad de Concepción. Retrieved from http://repositorio.udec.cl/handle/11594/2098 Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education. Cárdenas-Claros, M. S., & Gruba, P. (2014). Listeners’ interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228–245. Chairat, P. (2017). Oral communication strategies used by english major undergraduates during the internship program. In International Conference on Literature, History, Humanities and Interdisciplinary Studies (LHHISS-17) (pp. 49–52). Bangkok, Thailand: International Centre of Economics, Humanities and Management. Consejo de Europa. (2002). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Retrieved from http://cvchttp//cvc.cervantes.es/ensenanza/biblioteca_ele/marco/ Dong, Y., & Fang-peng, G. (2010). Chinese learners’ Communication Strategies research: A case study at Shandong Jiaotong University. Cross-Cultural Communication, 6(1), 56–81. Namaziandost, E., Neisi, L., Mahdavirad, F. & Nasri, M. (2019) The relationship between listening comprehension problems and strategy usage among advance EFL learners, Cogent Psychology, 6(1), 1-19. Fernández, C. R. (2013). Técnicas de enseñanza basadas en input para la adquisición de la gramática en la sala de clase. Revista Nebrija de Linguistica Aplicada a La Enseñanza de Las Lenguas, 13, 1-10. Gómez, J. F. (2018). Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista Signos Estudios de Linguística, 51(97), 193–213. Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155 Han, X. (2014). Study on Chinese communication strategies use of primary and secondary oversea students. In Proceedings of the 2014 International Conference on Education, Management and Computing Technology (pp. 58–61). Tianjin, China: Atlantis Press. Huang, C. (2010). Exploring factors affecting the use of Oral Communication Strategies. Lunghwa University of Science and Technology, 30, 85–104. Idrissova, M., Smagulova, B., & Tussupbekova, M. (2015). Improving listening and speaking skills in mixed level groups (on the material of New English File). Procedia – Social and Behavioral Sciences, 199, 276–284. Jindathai, S. (2016). Use of communication strategies by Engineering students in relation to exposure to oral communication in English at a Thai private higher education institution. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 135–154. Karami, S., & Bagheri, M. (2014). Operationalizing teachers’ emotional attitudes towards their students, colleagues and workplace: Result from an EFL context. Journal of Language & Literature, 5(1), 140–149. Lili, Z. (2015). Influence of anxiety on English listening comprehension : An investigation based on the freshmen of English majors. Studies in Literature and Language, 11(6), 40–47. Metcalfe, J., & Noom-Ura, S. (2013). Communication strategy use of high and low proficiency learners of English at a Thai university. Learn Journal, 6(1), 66–87. Moradi, K. (2012). The impact of listening strategy instruction on academic lecture comprehension : A case of Iranian EFL learners. Procedia – Social and Behavioral Sciences, 70, 406–416. Nakatani, Y. (2006). Developing an oral communication strategy inventory. Modern Language Journal, 90(2), 151–168. Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A class room study using multiple data collection procedures. The Modern Language Journal, 94(1), 116–136. Ounis, T. (2016). Exploring the use of oral communication strategies by high and low proficiency learners of English : Tunisian EFL students as a case study. International Journal of Humanities and Cultural Studies, 3(1), 1077–1098. Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133. Pourhossein Gilakjani, A., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/ jltr.2.5.977-988. Rabab’ah, G. (2016). The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability. Journal of Psycholinguistic Research, 45(3), 625–651. Rastegar, M., & Gohari, S. S. M. (2016). Communication strategies, attitude, and oral output of EFL learners: A study of relations. Open Journal of Modern Linguistics, 6(5), 401–419. Rezaei, M., & Manzari, E. (2016). Does nationality matter ? Use of oral communication strategies in the interlanguage production of international students. In The 14th International TELLSI Conference (pp. 1–25). Kerman, Iran: Islamic Azad University Kerman Branch. Roohani, A., & Heidari, N. (2013). Oral communication strategies and multiple intelligences: Exploring the relationship. Journal of Teaching English Language (TEL), 7(2), 97–125. Rosas Maldonado, M. (2016). Communication strategies used by different level L2 English learners in oral interaction. Revista Signos, 49(90), 71–93. Shakibaei, G., Shahamat, F., & Namaziandost, E. (2019). The effect of using authentic texts on Iranian EFL learners’ incidental vocabulary learning: The case of English newspaper. International Journal of Linguistics, Literature and Translation (IJLLT), 2(5), 422–432 Sukirlan, M. (2013). Taking a closer look at communication strategy and its pedagogical implication in EFL class. International Conference on Education and Language, 2, 407–414. Teng, H. (2011). Communication strategy use of EFL college students. In A. Stewart (Ed.), JALT2010 Conference Proceedings. (pp. 75–85). Tokio:JALT. Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497. Xie, J. (2013). A survey on the factors influencing lower-level l2 listeners ’ strategies use and proficiency level. Education Journal, 2(4), 163–168. Yaman, Ş., & Irgin, P. (2013). The validity and reliability studies of the Oral Communication Strategy Inventory. H.U. Journal of Education, 28(1), 417–427. Yaman, Ş., & Özcan, M. (2015). Oral communication strategies used by Turkish students learning English as a foreign language. In M. Pawlak and E.Waniek-Klimczak (eds.) (Ed.), Issues in Teaching, Learning and Testing Speaking in a Second Language (pp. 143–158). New York: Springer-Verlag Zhou, J., & Huang, L.-S. (2018). An exploration of strategies used by Chinese graduate students in electrical engineering and education : integrating questionnaire, task performance, and post– task recall data. Asian-Pacific Journal of Second and Foreign Language Education, 3(15). |
| dc.rights.uri.spa.fl_str_mv |
https://creativecommons.org/licenses/by/4.0/ |
| dc.rights.license.spa.fl_str_mv |
Atribución 4.0 Internacional (CC BY 4.0) |
| dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0/ Atribución 4.0 Internacional (CC BY 4.0) http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.extent.spa.fl_str_mv |
10 páginas |
| dc.format.mimetype.spa.fl_str_mv |
application/pdf |
| dc.publisher.spa.fl_str_mv |
Universidad Complutense de Madrid |
| dc.publisher.place.spa.fl_str_mv |
Madrid, España |
| dc.source.spa.fl_str_mv |
https://dialnet.unirioja.es/servlet/articulo?codigo=7590271 |
| institution |
Tecnológico de Antioquia |
| bitstream.url.fl_str_mv |
https://dspace.tdea.edu.co/bitstream/tdea/2782/3/Uso%20de%20estrategias%20comunicativas%20para%20la%20habilidad%20de%20escucha%20y%20su%20relaci%c3%b3n%20con%20el%20nivel%20de%20ingl%c3%a9s%20de%20estudiantes%20universitarios.pdf.txt https://dspace.tdea.edu.co/bitstream/tdea/2782/4/Uso%20de%20estrategias%20comunicativas%20para%20la%20habilidad%20de%20escucha%20y%20su%20relaci%c3%b3n%20con%20el%20nivel%20de%20ingl%c3%a9s%20de%20estudiantes%20universitarios.pdf.jpg https://dspace.tdea.edu.co/bitstream/tdea/2782/1/Uso%20de%20estrategias%20comunicativas%20para%20la%20habilidad%20de%20escucha%20y%20su%20relaci%c3%b3n%20con%20el%20nivel%20de%20ingl%c3%a9s%20de%20estudiantes%20universitarios.pdf https://dspace.tdea.edu.co/bitstream/tdea/2782/2/license.txt |
| bitstream.checksum.fl_str_mv |
3092061fda6f54889a33f7d40f9c08d3 7583ebab65409f2bbc8dd3f820abc2a5 8af42ec9c44f71fcccc7181663adb10d 2f9959eaf5b71fae44bbf9ec84150c7a |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional Tecnologico de Antioquia |
| repository.mail.fl_str_mv |
bdigital@metabiblioteca.com |
| _version_ |
1812189231363129344 |
| spelling |
Gómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d12Díaz Larenas, Claudio Heraldo16671f1c-bdbb-4123-998d-e635037576632023-04-12T23:09:38Z2023-04-12T23:09:38Z20201130-2496https://dspace.tdea.edu.co/handle/tdea/27821988-2793Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificultades en la comprensión de mensajes orales, y analizar la relación entre el empleo de estas estrategias y su nivel lingüístico en el idioma. Se realizó un estudio transversal descriptivo, conformado por 542 estudiantes; se empleó el instrumento OCSI (Oral Communication Strategy Inventory), aplicando el cuestionario correspondiente a la habilidad de escucha. Los datos se analizaron mediante estadística descriptiva e inferencial, encontrándose que las estrategias más empleadas corresponden a las de negociación del significado, noverbales y de orientación hacia las palabras. No se hallaron diferencias entre los niveles A2 (básico) y B1 (intermedio) en cuanto al uso de las estrategias. Palabras clave: Estrategias comunicativas; habilidad de escucha; tareas comunicativas; niveles de inglés; factores individuales.Communication strategies help to reduce comprehension problems when a new language is learnt. This research was intended to identify the frequency of communicative strategies employed by university learners to overcome English listening comprehension problems in oral messages, and to analyze the relation between the use of these strategies and the students´ linguistic level. A cross-sectional descriptive study was conducted with a sample of 542 participants; the listening questionnaire from the instrument OCSI (Oral Communication Strategy Inventory) was used. Data were analyzed through descriptive and inferential statistics and findings indicated that the strategies most used by students correspond to negotiation for meaning, nonverbal strategies and word-oriented. In regards with the use of listening strategies with levels A2 (elementary) and B1 (intermediate), no difference was found between both groups. Key-words: Communication strategies; listening skill; communication tasks; English levels; individual factors.10 páginasapplication/pdfspaUniversidad Complutense de MadridMadrid, Españahttps://creativecommons.org/licenses/by/4.0/Atribución 4.0 Internacional (CC BY 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://dialnet.unirioja.es/servlet/articulo?codigo=7590271Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitariosUse of communication strategies for the listening skill and its relation to university students’ English levelArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85422441331Revista Complutense de EducaciónAbdulrahman, L. (2018). Listening strategies applied by students of Adel’s University. International Journal of English and Education, 7(4), 312–326.Ahmad, Y.B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. In I. G. N. A. S. and A. H. A.G. Abdullah, J. Foley (Ed.), Global Conference on Teaching, Assessment, and Learning in Education (Vol. 42, pp. 1–5). Sanur, Bali.: SHS Web of Conferences. https://doi.org/10.1051/shsconf/20184200048Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7–10.Ahmed, S. T. S. & Pawar, S.V. (2018). Communicative competence in English as a foreign language: Its meaning and the pedagogical considerations for its development. The Creative Launcher, 2(4), 301-312.Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34.Arpaci-Somuncu, D. (2016). Turkish EFL learners’ use of communication strategies and its predictors. ELT Research Journal, 5(3), 178–192Beytullah, K., İşcan, A., Baskin, S., & Ayşegül, I. (2017). Investigation of Turkish teacher candidates listening skills. Universal Journal of Educational Research, 5(5), 750–756.Bonilla-Traña, M. (2016). Enseñanza explícita de estrategias comunicativas en el aprendizaje de la habilidad de expresión oral del inglés como L2 en adultos mayores. Universidad de Concepción. Retrieved from http://repositorio.udec.cl/handle/11594/2098Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education.Cárdenas-Claros, M. S., & Gruba, P. (2014). Listeners’ interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228–245.Chairat, P. (2017). Oral communication strategies used by english major undergraduates during the internship program. In International Conference on Literature, History, Humanities and Interdisciplinary Studies (LHHISS-17) (pp. 49–52). Bangkok, Thailand: International Centre of Economics, Humanities and Management.Consejo de Europa. (2002). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Retrieved from http://cvchttp//cvc.cervantes.es/ensenanza/biblioteca_ele/marco/Dong, Y., & Fang-peng, G. (2010). Chinese learners’ Communication Strategies research: A case study at Shandong Jiaotong University. Cross-Cultural Communication, 6(1), 56–81.Namaziandost, E., Neisi, L., Mahdavirad, F. & Nasri, M. (2019) The relationship between listening comprehension problems and strategy usage among advance EFL learners, Cogent Psychology, 6(1), 1-19.Fernández, C. R. (2013). Técnicas de enseñanza basadas en input para la adquisición de la gramática en la sala de clase. Revista Nebrija de Linguistica Aplicada a La Enseñanza de Las Lenguas, 13, 1-10.Gómez, J. F. (2018). Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista Signos Estudios de Linguística, 51(97), 193–213.Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155Han, X. (2014). Study on Chinese communication strategies use of primary and secondary oversea students. In Proceedings of the 2014 International Conference on Education, Management and Computing Technology (pp. 58–61). Tianjin, China: Atlantis Press.Huang, C. (2010). Exploring factors affecting the use of Oral Communication Strategies. Lunghwa University of Science and Technology, 30, 85–104.Idrissova, M., Smagulova, B., & Tussupbekova, M. (2015). Improving listening and speaking skills in mixed level groups (on the material of New English File). Procedia – Social and Behavioral Sciences, 199, 276–284.Jindathai, S. (2016). Use of communication strategies by Engineering students in relation to exposure to oral communication in English at a Thai private higher education institution. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 135–154.Karami, S., & Bagheri, M. (2014). Operationalizing teachers’ emotional attitudes towards their students, colleagues and workplace: Result from an EFL context. Journal of Language & Literature, 5(1), 140–149.Lili, Z. (2015). Influence of anxiety on English listening comprehension : An investigation based on the freshmen of English majors. Studies in Literature and Language, 11(6), 40–47.Metcalfe, J., & Noom-Ura, S. (2013). Communication strategy use of high and low proficiency learners of English at a Thai university. Learn Journal, 6(1), 66–87.Moradi, K. (2012). The impact of listening strategy instruction on academic lecture comprehension : A case of Iranian EFL learners. Procedia – Social and Behavioral Sciences, 70, 406–416.Nakatani, Y. (2006). Developing an oral communication strategy inventory. Modern Language Journal, 90(2), 151–168.Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A class room study using multiple data collection procedures. The Modern Language Journal, 94(1), 116–136.Ounis, T. (2016). Exploring the use of oral communication strategies by high and low proficiency learners of English : Tunisian EFL students as a case study. International Journal of Humanities and Cultural Studies, 3(1), 1077–1098.Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133.Pourhossein Gilakjani, A., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/ jltr.2.5.977-988.Rabab’ah, G. (2016). The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability. Journal of Psycholinguistic Research, 45(3), 625–651.Rastegar, M., & Gohari, S. S. M. (2016). Communication strategies, attitude, and oral output of EFL learners: A study of relations. Open Journal of Modern Linguistics, 6(5), 401–419.Rezaei, M., & Manzari, E. (2016). Does nationality matter ? Use of oral communication strategies in the interlanguage production of international students. In The 14th International TELLSI Conference (pp. 1–25). Kerman, Iran: Islamic Azad University Kerman Branch.Roohani, A., & Heidari, N. (2013). Oral communication strategies and multiple intelligences: Exploring the relationship. Journal of Teaching English Language (TEL), 7(2), 97–125.Rosas Maldonado, M. (2016). Communication strategies used by different level L2 English learners in oral interaction. Revista Signos, 49(90), 71–93.Shakibaei, G., Shahamat, F., & Namaziandost, E. (2019). The effect of using authentic texts on Iranian EFL learners’ incidental vocabulary learning: The case of English newspaper. International Journal of Linguistics, Literature and Translation (IJLLT), 2(5), 422–432Sukirlan, M. (2013). Taking a closer look at communication strategy and its pedagogical implication in EFL class. International Conference on Education and Language, 2, 407–414.Teng, H. (2011). Communication strategy use of EFL college students. In A. Stewart (Ed.), JALT2010 Conference Proceedings. (pp. 75–85). Tokio:JALT.Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497.Xie, J. (2013). A survey on the factors influencing lower-level l2 listeners ’ strategies use and proficiency level. Education Journal, 2(4), 163–168.Yaman, Ş., & Irgin, P. (2013). The validity and reliability studies of the Oral Communication Strategy Inventory. H.U. Journal of Education, 28(1), 417–427.Yaman, Ş., & Özcan, M. (2015). Oral communication strategies used by Turkish students learning English as a foreign language. In M. Pawlak and E.Waniek-Klimczak (eds.) (Ed.), Issues in Teaching, Learning and Testing Speaking in a Second Language (pp. 143–158). New York: Springer-VerlagZhou, J., & Huang, L.-S. (2018). An exploration of strategies used by Chinese graduate students in electrical engineering and education : integrating questionnaire, task performance, and post– task recall data. Asian-Pacific Journal of Second and Foreign Language Education, 3(15).Estrategias comunicativasHabilidad de escuchaTareas comunicativasNiveles de inglésFactores individualesCommunication strategiesListening skillCommunication tasksEnglish levelsIndividual factorsLenguaLanguagesLengua extranjeraForeign languagesEnseñanza de una segunda lenguaSecond language instructionEducación bilingüeBilingual educationInglésEnglishTEXTUso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios.pdf.txtUso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios.pdf.txtExtracted texttext/plain53423https://dspace.tdea.edu.co/bitstream/tdea/2782/3/Uso%20de%20estrategias%20comunicativas%20para%20la%20habilidad%20de%20escucha%20y%20su%20relaci%c3%b3n%20con%20el%20nivel%20de%20ingl%c3%a9s%20de%20estudiantes%20universitarios.pdf.txt3092061fda6f54889a33f7d40f9c08d3MD53open accessTHUMBNAILUso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios.pdf.jpgUso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios.pdf.jpgGenerated Thumbnailimage/jpeg13906https://dspace.tdea.edu.co/bitstream/tdea/2782/4/Uso%20de%20estrategias%20comunicativas%20para%20la%20habilidad%20de%20escucha%20y%20su%20relaci%c3%b3n%20con%20el%20nivel%20de%20ingl%c3%a9s%20de%20estudiantes%20universitarios.pdf.jpg7583ebab65409f2bbc8dd3f820abc2a5MD54open accessORIGINALUso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios.pdfUso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios.pdfapplication/pdf388820https://dspace.tdea.edu.co/bitstream/tdea/2782/1/Uso%20de%20estrategias%20comunicativas%20para%20la%20habilidad%20de%20escucha%20y%20su%20relaci%c3%b3n%20con%20el%20nivel%20de%20ingl%c3%a9s%20de%20estudiantes%20universitarios.pdf8af42ec9c44f71fcccc7181663adb10dMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace.tdea.edu.co/bitstream/tdea/2782/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accesstdea/2782oai:dspace.tdea.edu.co:tdea/27822023-04-13 03:01:36.457An error occurred on the license name.|||https://creativecommons.org/licenses/by/4.0/open accessRepositorio Institucional Tecnologico de Antioquiabdigital@metabiblioteca.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 |