A Study of Portfolio-Combined Listening Strategy Instruction to College Students

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to investigate the effects of teaching listening strategies with portfolio development to college students. A total number of 54 students participated in this study and they engaged in twelve listening strategy instruction sessions and portfolio work including listening strategy questionnaires and listening tests before and after the instruction. Both qualitative and quantitative data were employed and analyzed. The results showed that the students' listening comprehension improved and their use of listening strategies increased as well. Among three groups by proficiency, the mid-proficiency group showed the most growth in their strategy use.
However, the low-proficiency group improved most on the post-listening test. Between female and male students, male students' listening strategies scored higher than those of their counterpart and so did their listening comprehension. In addition, most of the participants reflected on the metacognitive strategies most among three different types of listening strategies. The limitations and suggestions for further studies are discussed at the end.

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