An exploration of listening strategy use and proficiency in China

Jiuhan Huang, Deanna Nisbet


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.


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

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