A STUDY OF THE INTERRELATIONSHIP BETWEEN LISTENING STRATEGY USE, LISTENING PROFICIENCY LEVELS, AND LEARNING STYLE

This paper reports on the interrelationship between learners’ listening strategy use across listening ability, and learning style. A sample of 101 Taiwanese university EFL (English as a Foreign Language) students was surveyed with two structured penciland-paper questionnaires of listening strategy use (O’Malley et al. 1985; Vandergrift 1997) and learning style (Willing 1988; Nunan 1996). First, with the one-way between groups analysis of variance (ANOVA), the results suggested that there was a statistically significant difference between the strategy use and the attainment levels at the p< .05 level. Second, the findings also suggested that listening strategy use was significantly associated with learning styles (Sig. p< .05). Finally, the aim of this article was to throw some light on a little-investigated area, namely, listening comprehension strategies and learning style in L2.