A Study on the Use of Listening Strategies and Listening Barriers of Chinese Training Institution Learners

Abstract

This study analyzes the challenges faced by 90 English language learners enrolled in a Chinese educational institution. It compares high-level and low-level listeners and investigates strategies for students to improve their listening skills. Data was gathered through a questionnaire and an interview that prompted recollection. The initial method assesses students’ attention abilities, while the latter is self-reflective. In the listening phase, participants utilized sensory recall strategies and oral expressiveness to stimulate internal cognitive processes. The researcher also interviewed an instructor to gain insight into Chinese students’ listening difficulties and strategies from an educational standpoint. Hybrid methods enhanced research reliability. Quantitative data was analyzed using SPSS. Transcription, decoding, and qualitative analysis were conducted. Distinct strategies are employed by high- and low-level Chinese listeners, as revealed by the study. Listening problems exhibit significant variability. The study found that poor listening skills can hinder language proficiency, including the ability to articulate sounds, modulate pitch, and control tension. The primary objective of this study is to assess the incidence of listening comprehension strategies through a combination of qualitative and quantitative approaches. The study aims to investigate the listening comprehension of L2 learners from the viewpoints of both the learners and the instructor.