The investigation of EFL college students’ strategy uses in multiple choice questions, summary, and opinion listening tests

• Main Authors: Tsai, Shin-Huei, 蔡馨慧
• Other Authors: Yang, Fang-Ying
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/5yxp9t

碩士 === 國立交通大學 === 英語教學研究所 === 104 === Listening has gradually gained its importance in the field of language learning. Plenty of researchers thus start to investigate what kind of listening strategies will enhance learners’ listening abilities. However, the relationship between listening test types and learners’ strategy uses is still under development. Most of the previous research investigated learners’ listening strategy uses in closed-ended test types, such as multiple choice questions and true or false questions. Few studies examined learners’ strategy uses in open-ended test questions. Therefore, the present study aimed at exploring first whether learners use different listening strategies when they answer open-ended and closed-ended questions as revealed through both questionnaire and semi-structured interview. Second, the research investigated learners’ perceptions toward test types. Forty EFL college and graduate students in northern Taiwan participated in the study. The instruments included a TOEIC test, a listening strategy questionnaire, and three types of listening tests, including multiple choice questions, summary, and opinion. After participants listened to CNN student news, they responded to the above three test types, completed the listening strategy questionnaires, and then finally received semi-structured interviews. The results showed that overall learners used more cognitive strategies in the opinion test than in multiple choice questions. More specifically, high-level learners used more strategies in summary test than in multiple choice questions. Middle-level learners used more strategies in opinion test than in multiple choice questions. Middle-level learners also used more cognitive strategies in opinion test than in multiple choice questions. As for low-level learners, there were not significant differences in their strategy uses among three test types. Secondly, metacognitive strategies were used the most frequently across all level of learners in three test types. Among seven metacognitive strategies, advanced organization and comprehension monitoring were used the most by learners. Third, the more advanced learners could consciously change the strategy choices according to different test types while the less advanced learners were less likely to be aware of the test type differences and chose listening strategies accordingly. Finally, learners reported that they regarded making summary was the test type that could assist their listening in a long run. In conclusion, learners’ proficiency levels have greatly influenced on their listening strategy choices. In terms of teaching, teachers can both adopt closed-ended and open-ended listening assessments to enable students have access to different kinds of listening strategies. As for research, more studies can be done to explore open-ended listening materials in order to design listening assessments that can enhance learners’ listening competence.