Listening strategy use and influential factors in Web‐based computer assisted language learning

Abstract

AbstractThis study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web‐based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students enrolled in a required course in college English. A descriptive statistical analysis measures the frequency of these learners' use of overall strategies and strategy types. A multiple regression analysis identifies factors and their interactions that influence the learners' use of listening strategies. t‐tests examine the characteristics and proficiency levels that affect the overall listening strategies and strategy types used by these learners. The results show that cognitive and metacognitive strategies are used most frequently. They also reveal that motivation, learning anxiety and learning styles significantly affect the learners' use of various listening strategies. The results of this study provide directions for future research into the listening strategies employed in Web‐based CALL and suggest ways for strategy instruction that may improve listening comprehension for L2 learners with different characteristics in Web‐based CALL.