EFL Listeners' Strategy Development and Listening Problems: A Process-Based Study

Abstract

This study particularly looked into students’ perceived listening problems over time as they develop their listening strategies in the context of a Taiwanese technological college. The participants were 31 Taiwanese college students who received listening strategy instruction two hours per week for fourteen weeks. The data were collected both quantitatively and qualitatively to examine changes in EFL listening problems encountered by students and how they dealt with these listening problems as they develop their strategy use over time. The quantitative results showed that there were three major significant differences in students’ perceived listening problems after the strategy instruction: they are unfamiliar vocabulary, rapid speech rate and linking sounds between words. In addition, the qualitative data showed that the patterns of changes in students’ perceived listening problems seem to be more complicated. While students reported less listening problems at a superficial level, they encountered more listening problems at deeper processing level as they attempted to heighten their strategy use. Based on the results, pedagogical implications and suggestions were provided.

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