Top-down and bottom-up strategies and listening comprehension

Abstract

This non-experimental research analyzed the perspectives of undergraduate students on top-down and bottom-up strategies and their impact on listening comprehension. The survey was conducted with 70 participants, comprising 21 males and 49 females. The survey included 21 items on a Likert scale and 3 open-ended questions to gather data. The reliability of the survey was validated using Cronbach’s Alpha coefficient, which resulted in a value of 0.830. The survey was also validated by two experts in the field. The findings revealed that the top-down strategies most frequently used by the students were schemata activation and note-taking. This indicated that brainstorming and prediction before listening could significantly improve listening comprehension. Additionally, taking notes could enhance students' memory while listening. The bottom-up strategies used with more frequency were recognizing transitional words and cognate recognition. Conversely, grammar analysis was used the least, suggesting that focusing on specific words can help comprehend a listening text. The study also found that the metacognitive strategy most commonly used was monitoring, while planning was less frequently used. Therefore, planning needs to be emphasized in classes. The research also highlighted the importance of socio-affective strategies such as self-motivation and cooperation. Lastly, the study identified the most likely causes of problems with listening comprehension.