NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ898198
Record Type: Journal
Publication Date: 2009-Sep
Pages: 28
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-1072-4303
EFL Listeners' Task-Based Strategies and Their Relationship with Listening Performance
Chang, Anna Ching-Shyang
TESL-EJ, v13 n2 Sep 2009
This study examines 75 Chinese EFL learners' test-taking strategies and their relationship with listening performance. It further looks into how students adjust their strategies under four different task conditions. The participants completed a three-phase (before/during/after) test-taking questionnaire and were given a listening test comprising four subtests, each with different forms of support. After each subtest, students reported the strategies used based on a strategy list, and further "wrote in" their own strategies. The results show that all students, regardless of their listening proficiency, favor some strategies. The difference between high- and low-level students is not in the number of strategies used but in the preferential order and frequency of use. Students' listening performance had a strong correlation with the strategy used "before" the test-taking phase. Based on students' reported strategies it was found that: a) students were able to adjust their strategy use according to the change in task conditions, b) the same strategy may be used in different ways and for different purposes by different levels of students, c) some strategies are interrelated and are used concurrently, and d) test-taking strategy involves multiple dimensions, making it difficult to tease out one factor from another. (Contains 10 tables and 4 notes.)
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan