Exploring Listening Learning Strategies of L2 Students at Different Proficiency Levels
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Abstract
Enhancing second language (L2) listening skills is a major goal in L2 teaching and learning. Despite its importance, there are insufficient studies on the learning strategies L2 learners use during listening. Using a pilot research design, this study explored the similarities and differences in strategy use between high and low proficiency groups of 12 EFL learners in a semester-long course at a university in Vietnam. In addition to statistical analyses of the Strategy Inventory for Language Learning (SILL) questionnaire, the instructor’s interview data were analyzed. The findings revealed significant differences in the frequency of strategy use between the two groups; how-ever, both high and low proficiency groups experienced anxiety before listening tests or exams. Interestingly, all participants were actively engaged in teamwork, though the lower proficiency group sometimes hesitated to work with peers due to limited linguistic knowledge. The findings contribute to L2 listening teaching and learning, with suggestions for training courses in listening strategies.
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