An exploration of listening strategy use and proficiency in China

Authors

  • Jiuhan Huang The School of Education, Regent University, Virginia
  • Deanna Nisbet The School of Education, Regent University, Virginia

Keywords:

metacognitive awareness, listening strategies, listening performance, EFL learners in Chinese universities

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.

Author Biographies

  • Jiuhan Huang, The School of Education, Regent University, Virginia
    Jiuhan Huang is an associate professor in the graduate TESOL Program at Regent University, Virginia, US. Her research interests include language learning self-efficacy, language learning strategies, and literacy development among ESL/EFL learners.
  • Deanna Nisbet, The School of Education, Regent University, Virginia
    Deanna Nisbet is a professor in the School of Education at Regent University, where she serves as faculty chair of the TESOL Program. Her areas of expertise and research include second language acquisition, vocabulary development, and literacy among ESL/EFL learners.
The Asian Journal of Applied Linguistics, Volume 6, Issue 1. March 2019

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Published

2019-03-31

Issue

Vol. 6 No. 1 (2019)

Section

Articles

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How to Cite

An exploration of listening strategy use and proficiency in China. (2019). The Asian Journal of Applied Linguistics, 6(1), 82-95. https://caes.hku.hk/ajal/index.php/ajal/article/view/586

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