Unmasking language learning: impact of wearing face masks on the listening comprehension and word recognition of EFL learners in Saudi Arabia

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Detalles Bibliográficos
Publicado en:	Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 50
Autor principal:	Al-Samiri, Reem A.
Publicado:	Springer Nature B.V.
Materias:	Saudi Arabia Language proficiency Communication Listening comprehension Comprehension Hearing loss Foreign language learning Facial expressions COVID-19 Cues Masks English as a second language Foreign languages Language acquisition Speech Speech perception Accuracy Teachers Word recognition Face (Body) English language Acknowledgment Competence Speaking Speeches Native languages Pandemics Language English as a second language instruction Learning Educational Practices Literature Reviews Intelligibility Communication Strategies English for Academic Purposes Lipreading Educational Strategies Grammar Learning Strategies English (Second Language) Native Language Hard of Hearing College Students Native Speakers Auditory Perception English Learners Difficulty Level Listening Skills Higher Education Educational Facilities Improvement Classroom Environment
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Descripción
Resumen:	With the increase in the use of face masks as a health precaution in the post-pandemic era, the effects of wearing such masks on language learners’ speech perception, which depends highly on visual cues, remain uncertain. This study explores the impact of wearing face masks on the listening comprehension and word recognition of 254 learners of English as a foreign language at intermediate and lower-intermediate levels at a university in Saudi Arabia. Participants listened to a passage read by a native English speaker in one of three conditions assigned randomly: audio-visual-face (AV-F), audio-visual-mask (AV-M), or audio-only (A-O) groups. A series of multiple-choice questions measured their comprehension of the listening passage and recognition of words. Findings revealed significant differences in accuracy scores, with AV-M and A-O resulting in lower accuracy than AV-F, which was the highest in accuracy. Additionally, higher language proficiency correlated with better AV-F performance, indicating the participants’ experience in recognizing facial cues. This study supports other findings on the negative impact of face masks on second language learners’ listening comprehension and word recognition, emphasizing the significance of observing facial and lip movements for language learners. Relevant implications and recommendations are provided for educators and researchers working with language learners to support their listening comprehension and perception skills.
ISSN:	2363-5169
DOI:	10.1186/s40862-025-00358-5
Fuente:	Education Database