Abstract
This study investigated the effect of three types of listening support: repeated input, topic preparation, and vocabulary preview. The research involved a classroom-based experiment with 100 high school students in Korea. The listening test results analyzed with factorial ANOVA showed that there was no significant difference among the three different types of support. On the other hand, concerning the learners’ listening proficiency level, in the high level subgroups, vocabulary preview was most effective (p=0.03). Related to the perceptions about each form of listening support, all levels of students in repeated input group showed the consistent positive attitude. In terms of anxiety, majority of the vocabulary preview subgroup in high listening proficiency learners did not agree that the support they received was helpful to reduce their listening anxiety.
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