The Effects of Listening Strategy Instruction on Listening Strategy Use and Listening Self-Efficacy of Chinese Non-English-Major Postgraduate Students
DOI:
https://doi.org/10.17507/tpls.1606.09Keywords:
listening strategy instruction, listening strategy use, listening self-efficacy, Chinese non-English-major (NEM) postgraduate studentsAbstract
The present study aimed at exploring the effects of listening strategy instruction on listening strategy use (LSU) and listening self-efficacy (LSE) among Chinese non-English-major (NEM) postgraduate students. To this end, a sample of 78 NEM postgraduate students from two intact classes at a public university in China was selected as the research participants. The two classes were randomly allocated to an experimental group (EG, n=39) and a control group (CG, n=39). The experimental group was instructed with the explicit integrated listening strategy instruction (LSI), while the control group was instructed using the traditional comprehension approach (TCA) without any explicit listening strategy guidance. To assess participants’ listening strategy use and listening self-efficacy, the Listening Strategy Questionnaire (LSQ) and the Listening Self-efficacy Questionnaire (LSEQ) were administered before and after the intervention. The study’s findings revealed that listening strategy instruction significantly enhanced EG learners’ listening strategy use and their listening self-efficacy. The outcomes of this research could provide SL/FL teachers, learners, and curriculum developers with notable insights into teaching listening skills to SL/FL adult learners.
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