| Summary: | Self-efficacy which is people’s evaluation of their capabilities of performing certain tasks affects students’ persistence, effort, and academic performance in academic settings. This present study aimed at exploring how to improve English listening self-efficacy and performance of Chinese university students as English listening comprehension is the most difficult part of English acquisition perceived by Chinese university students. Based on Graham’s work in 2007, the study examined the impacts of strategy training and feedback on strategy use and performance on English listening self-efficacy, English listening performance and attributions of Chinese university students. 96 first year non-English majored Chinese university students were invited to participate in the study and they were divided into three groups with 32 in each group. One group of students received both strategy training and feedback on strategy use and performance. They were also asked to keep a strategy use diary, for which feedback was also given. At the end of study, they were required to comment on feedback they received. The other group received only strategy training. A control group was involved receiving no intervention at all. The findings of the study suggested that strategy training and feedback on strategy use and performance improved self-efficacy in English listening and English listening performance of the participants significantly. Their attributions however, were not changed significantly after the training. The reasons for the findings were discussed. Pedagogical implications were recommended to help improve self-efficacy and performance in English listening of Chinese university students.
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