Keywords
metacognitive awareness
listening strategies
listening performance
EFL learners in Chinese universities
listening strategies
listening performance
EFL learners in Chinese universities
How to Cite
Huang, J., & Nisbet, D. (2019). An exploration of listening strategy use and proficiency in China. The Asian Journal of Applied Linguistics, 6(1), 82–95. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/586
Abstract
This article reports on an investigation of metacognitive awareness and listening strategy use by second-year Chinese college students (N = 127). Learners’ metacognitive awareness and strategy use were examined in relation to their proficiency levels, as well as the differences between high and low proficiency learners’ use of individual listening strategies. Significant differences were found in the use of planning and evaluation and mental translation strategies among students at various proficiency levels. In addition, six individual strategies were identified that separate students at high and low proficiency levels. The findings indicate that the listening needs of learners play an important role in effective instruction. This research can help teachers to better understand the needs of university EFL learners in China.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Note: Authors are encouraged to post copies of their AJAL published papers to their own institutional or personal/professional websites along with a link to the original paper at the AJAL website. This will assist in diseminating their work as well as raising awareness of the journal.