Exploring L1 listening comprehension in higher education — Is it language, strategy or is it personal?

Abstract

Although lectures are central to higher education, research on first-language (L1) academic listening comprehension remains limited. Drawing on Bachman and Palmer’s (2010) model of communicative language ability, this study explores factors influencing students’ comprehension of lectures delivered in their L1. Communicative language ability comprises language knowledge and strategic competence, and is influenced by attributes related to the language user. In this study, language knowledge was operationalized through general and academic vocabulary size, strategic competence through metacognitive awareness, and attributes related to the language user through educational and sociolinguistic background. The study was conducted at a university college in Flanders, Belgium, where Dutch is both the language of instruction and the predominant first language. A total of 167 students completed a listening comprehension task, vocabulary size tests, a metacognitive awareness questionnaire, and a background survey. Results showed that general and academic vocabulary were strongly associated with listening comprehension. Academic vocabulary predicted performance for lower-proficiency listeners, while general vocabulary was significant for higher groups. Metacognitive awareness was not a significant predictor overall, though potentially relevant for weaker listeners. The relatively low explained variance suggests that L1 academic listening is a multifactorial skill, influenced by linguistic, strategic, and personal factors.