You are here:

Strategy Knowledge and Perceived Strategy Use: Adult ESL Learners’ Awareness of Listening Strategies

, Meiho Institute of Technology, Taiwan ; , National Kaohsiung Normal University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


The purpose of this study is to investigate adult ESL learners’ knowledge and use of English listening strategies, and to learn the relationship between correlated factors in listening comprehension. The subjects are adult learners at Shin-Yi Broadcast Center in southern Taiwan. Through audio-visual media, comprehension strategy instruction was utilized for learners to comprehend oral information. This study revealed the following: (a) What strategies are perceived as useful by the adult learners in English listening class?; (b) Are there any significant differences among the employed strategies between learners who perceived themselves as effective or ineffective?; (c) whether speechmaking techniques and individual presentation and listening skills can lead to the improvement of English listening comprehension for adult learners.


Hsieh, W.Y. & Su, K.I. (2009). Strategy Knowledge and Perceived Strategy Use: Adult ESL Learners’ Awareness of Listening Strategies. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2283-2287). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .


View References & Citations Map


  1. Anderson-Mejias, P.L. (1986). English for academic listening: Teaching the skills associated with listening to extended discourse. Foreign Language Annals, 19(5), 391-398.
  2. Buck, G. (1995). How to become a good listening teacher. In D. Mendelsohn and J. Rubin (Eds.). A guide for the teaching of second language listening, 113-131. San Diego, California: Dominie Press, Inc.
  3. Chen, C., & Hsieh, W. (2008). University-supported Adult English Education in Taiwan’s Community Colleges. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 2456-2461). Chesapeake, VA: AACE.
  4. Cronin, M.W. (1993). Teaching listening skills via interactive videodisc. THE Journal (Technological Horizons in Education), 21.
  5. Grubaugh, S. (1990). Public speaking. ClearingHouse, 63(6), 255.
  6. Herron, C., York, H., Cole, S.P., & Linden, P. (1998). A comparison study of student retention of foreign language video: Declarative versus interrogative advance organizer. The Modern Language Journal, 82(2), 237-247.
  7. Kiewra, K.A., & Frank, B.M. (1988). Encoding and external-storage effects of personal lecture notes, skeletal notes and detailed notes for field-independent and field-dependent learners. Journal of Educational Research, 81, 143-148.
  8. Krashen, S. (1994). The pleasure hypothesis. Georgetown University RoundTable on Languages and Linguistics 1994. Washington DC: Georgetown U. Press.
  9. Mayer, R.E. (1983). Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose. Journal of Educational Psychology, 75(1), 40-49.
  10. Neurol, S. (1997). Effective lecture presentation skills. PMID: 9040825, 47(2), 201-204.
  11. O’Driscoll, N., & Pilbeam, A. (1987). Meetings and discussions. Essex: Longman Business Skills.
  12. Osburg, S. (1995). Advanced Listening, Speaking, and Pronunciation Video Demonstration.
  13. Otto, S.A. (1979). Listening for Note-taking in EST. TESOL Quarterly (September 1979), 319-328.
  14. Pedersen, E.M. (1993). Folklore in ESL/EFL Curriculum Materials.
  15. Perez, E. (1981). Oral language competence improves reading skills of Mexican American third graders. Reading Teacher, 35(1), 24-27.
  16. Peterson, P. (1991). A synthesis of methods for interactive listening. In M. Celce-Murcia (Ed.). Teaching English as a second or foreign language, 106-122. Second Edition. Boston, Massachusetts: Heinle and Heinle Publishers.
  17. Rost, M. (1992). Listening in language learning. London: Longman.
  18. Tsui, A., & Fullilove, J. (1998). Bottom-up or top-down processing as a discriminator of L2 listening. Applied Linguistics, 19(4), 432-451.
  19. Tuzi, F. (2001). Streaming Audio in ESL.
  20. Vaughn-Shavuo, F. (1990). Using story grammar and language experience for improving recall and comprehension in the teaching of ESL to Spanish-dominant first-graders. Unpublished doctoral dissertation, Hofstra University, Hempstead, NY.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact