Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

Abstract

Researchers of learner and language use strategies have long suggested that appropriate application of strategies can facilitate second or foreign language learning. Listening is the most fundamental skill in language learning, but for decades this skill was not emphasized in secondary schools in Taiwan. However, in 2012 a new national English listening test (TELC) was launched for both academic and vocational senior high school students, and learning English listening suddenly became important. To date, there has been little research on variation in listening strategy use in Taiwan. This study investigated the listening strategies that are currently employed and valued by academic and vocational high school students in Taiwan. The author administered a survey to 400 senior high school students, involving quantitative analysis of questionnaire data and qualitative analysis of semistructured interviews. The findings reveal differences in the use of certain categories of listening strategies between the two groups of students. Although listening strategies were highly valued by all participants, the reasons cited differed. The results highlight the educational system's influence on the choice of listening strategy and provide teachers with useful information regarding teaching English listening to adolescent students of English as a foreign language in Taiwan.