Understanding the impact of listening strategy instruction on listening strategy use from a socio-cultural perspective

Abstract

The effectiveness of strategy instruction is context-dependent, however, the consideration of context when investigating the impact of listening strategy instruction (LSI) seems to be neglected. This study explored changes in listening strategy use of a group of 27 English language learners when receiving an 11-week LSI intervention in the Vietnamese context. Evidence provided from focus group interviews shows that the students reported using listening strategies more appropriately and in a variety of tasks post-LSI. These changes were discussed in connection to the culture and the English learning and teaching context in Vietnam. This study calls for creating a learner-focused environment where students are mediated by their teacher, peers and learning materials to develop their listening strategy use.