Abstract
The purpose of this study was to investigate whether strategy use, which is considered to be an important factor in second language listening success, is also significant in academic listening. Therefore, a structural equation model was used to investigate how Korean listening ability, metacognitive strategies, self-regulated learning ability, use of top-down strategies, and use of bottom-up strategies, which have been found to be effective in previous research on second language listening, affect Korean Language Education for Academic Purpose. The results showed that metacognitive strategies and top-down strategies had significant effects, but self-regulated learning ability and bottom-up strategies had relatively less significant effects.
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