An investigation of metacognitive English listening strategies used by Chinese College students at Yunnan Normal University Business School, China

Abstract

The purpose of this study was to investigate the differences in metacognitive listening strategies (learner’s Knowledge of their understanding of listening demands, cognitive goals and their perceptions themselves) used by second year Chinese college learners; and to discover the in-depth information of the extent that Chinese learners employ metacognitive listening strategies while completing a English listening comprehension test. Mixed methods were used in the research, which employed a questionnaire and semi structured interview. The questionnaire who were second year English majors at Yunnan Normal University Business School.In all. 9 participants were interviewed.  The finding of the study revealed that there were statically significant difference in the use of the “planning and evaluation” strategy between high and intermediate and low level learners. Moreover, “person knowledge” and “problem solving” strategies tended to be employed by nine participants, but “planning and evaluation” “mental translation” and “directed attention” strategies played difference  roles among high, intermediate and low learners. The findings suggested that teacher should encourage low level learners to use more metacognitive strategies, which were frequently used by high and intermediate level learners.