L2 Listening Comprehension and Learner Perception of LCPs by Reading-while-listening

The aim of this study was to examine the effect of ‘reading-while-listening’ input on L2 listening comprehension and learners’ perceptual change in listening comprehension problems (LCPs) pertaining to metacognitive awareness in test-based EFL listening contexts. Forty-eight undergraduates were assigned to one of the two intervention groups: (1) ‘reading aloud while listening’ (RAWL); (2) ‘reading silently while listening’ (RSWL). For data collection, this study utilized a pre- and a post-listening comprehension tests and surveys questionning the participants’ LCPs. The results revealed that overall both RAWL and RSWL input modes benefited comprehension by L2 beginners regardless of the interventions: reading aloud and silently while listening. In terms of LCPs beliefs, the RAWL influenced more positively on the participants’ perceptual change of LCPs relevant to metacognitive awareness than the RSWL. In particular, the RAWL input mode was more likely to be effective on ‘words’ and ‘meaning’ factors of LCPs. This seemed to be ascribable to oral plus aural effects as input enhancement by repetitivedly reading texts with L1 glossed key words.