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A Study of English Majors’ Strategy Use on the TOEIC Listening
Comprehension Test
Bo-An Chen 1*, Chia-Chun Su 2
Abstract
Listening strategies are broadly used by students to assist them comprehend and
solve problems on international standardized English proficiency tests such as TOEFL and
TOEIC. In attempting to uncover strategies that English majors preferred to engage in the
listening Part of the TOEIC test, the researcher tried to use a qualitative approach to
compare the listening comprehension strategies used by Taiwanese Applied English majors
when taking the listening part of the TOEIC test. The general interview guide approach was
used to collect qualitative data. Nvivo was used as a tool to manage and to analyze the
qualitative data. The research findings can provide some benefits as following. First,
high-achieving students frequently used memory strategies and cognitive strategies to
answer questions of the TOEIC listening tests, and low-achieving students frequently used
compensation strategies to answer questions. Second, the findings show that female
students used more affective strategies than male students when taking Part 3 (conversation)
and Part 4 (talks).
Keywords: English majors, TOEIC test, qualitative approach, listening comprehension
strategies, Nvivo, high-achieving students, low-achieving students.
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1. Assistant Professor, Department of Applied English, Tungnan University,
No. 152, Sec. 3. Peishen RD., Shenkeng, Taipei, 222, Taiwan, R.O.C.
E-mail:[email protected]
2. Assistant Professor, Center for General Education, Taipei College of Maritime Technology, No.212, Sec 9.
Yen Ping N. RD., Taipei, Taiwan, R.O.C.
* Corresponding author
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1. Introduction
With emphasis on the evaluation of learners’ second language competence,
certificate-oriented or competency-oriented foreign language tests such as TOEFL, TOEIC,
FCE, CAE, and IELTS have become widely used around the world due of the
internationalization and globalization of education and business purposes (Duke, KAO &
Vale, 2004). Unlike some English proficiency tests which emphasize learners’ second
language competence for academic purposes such as applying graduate schools, the TOEIC
test (Test of English for International Communication) is used as a tool to measure learners’
everyday English skills for working in international or domestic companies (Wilson, 1989).
Nowadays college graduates struggle to find jobs because of soaring jobless rate; therefore,
many Taiwanese universities have set TOEIC as the threshold (range from 350-550 test
scores) in order to increase students’ job competitiveness after they graduated.
Even though some criticisms against that language proficiency tests cannot measure
learners’ second language competence accurately, TOEIC has become one of the
standardized tests adopting in many countries and has became a global instrument for
assessing English in work-related contexts. At the beginning, TOEIC was only used
measuring listening and reading skills on everyday office English. In September 2008, the
writing and the speaking parts of TOEIC test had launched in Taiwan and other Asian
countries where English are not their native language. With regard to strategies for taking
language proficiency tests, Teng (2003) stated some useful strategies such as memory
strategies (using imagery), cognitive strategies (recognizing and using formulas and
patterns), and meta-cognitive strategies (using progressive relaxation, or deep breathing)
that help college students promote their listening comprehension on listening tests.
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Mendelsohn (1994) has proposed some activities which were designed to assist students in
applying different strategies for second language practice.
Some factors may influence learners’ strategy use on the listening comprehension tests.
Brown (1989) proposed factors such as memory limitation, redundancy, reduction forms,
and performance variables confuse listeners to choose the answers on tests. Gender is
another factor that influenced learners’ strategy use. For instance, Chiu (2008) found out
that male learners outperformed than female learners in the overall listening performance,
which against to the previous research findings of female performance. Practice effort is
also a factor influencing learners’ listening comprehension. (O’Malley et al, 1989) referred
that rehearsal strategies can help learners to increase their ability of listening
comprehension. The purpose of the study was to investigate the strategies Applied English
majors used in the four listening parts of TOEIC listening comprehension test. The
researcher tried to contribute ideas for future researchers about whether gender and practice
effort play significant factors influencing learners’ listening comprehension of the TOEIC
test.
2. Literature Review
Obtaining language-related certificates has become one of the criteria for graduates
to find jobs or to apply for good schools; therefore, the instruction of test strategies in the
College EFL classroom has grown up in recent years. Prior research has shown that
learners held very positive attitude on listening materials and second language listening
websites. Also, some listening processes have been studied by researchers. Vandergrift
(2004) proposed two kinds of processing skills to comprehend listening materials-:
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“top-down” and “bottom-up”. The “Top-down” skills means learners using their prior
knowledge such as culture background, topic information, or other information from others
to comprehend listening materials. The schemata in long-term memory help learners to
solve problems that learners would face. “Bottom-up” helps learners using linguistic
elements such as the recognition of words and word division to solve listening materials
they faced. These two listening processes sometimes are used by learners in different level.
For example, Bacon (1992) stated that learners used “top-down” strategies to conduct less
difficult learning texts, however, learners preferred using “bottom-up” strategies to conduct
difficult ones.
With regard to listening comprehension strategies, Vandergrift (1997) categorized two
kinds of listening strategies used by learners- cognitive and meta-cognitive strategies.
Cognitive strategies contain inference, elaboration, imagery, summation, translation,
transfer, and repetition. Generally, cognitive strategies are defined as strategies that support
the learners when they develop internal procedures for performing complex tasks
(Rosenshine,
1997). In terms of taking TOEIC, guessing meaning from context is a kind of
cognitive strategies that many test takers prefer to use in Part 3 and Part 4 of the test.
Meta-cognitive strategies are defined as the strategies use by learners to monitor learners’
learning process and adjust leaning if learners themselves don’t consider they doing well on
tasks (Winn & Snyder, 1996). Reading questions before listening to the conversation is a
frequent skill many test takers prefer to use in Part 4 of the test.
Listening comprehension strategies are categorized and derived from language
learning strategies. When discussing about language learning strategies, Oxford (1990)
proposed that language learning strategies can be classified into three direct learning
strategies and indirect learning strategies. Direct strategies are the strategies that directly
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relate to the target language that learners studied. Cognitive strategies are developed from
learners’ mental processes, and they are used for learners to understand the learning
context. Memory strategies are tactics used for learners to retain or store the information
they had already received. Compensation strategies are strategies learners use to overcome
difficulties in order to keep communicating with others. Some compensation strategies such
as body language, guessing, and paraphrasing can benefit learners to resolve the
information and communication gap (Park, 2005). Indirect learning strategies are strategies
learners use to indirectly facilitate language learning. Social strategies are the ways in
which learners communicate with other communicators. Metacognitive strategies allow
learners to evaluate tactics (e.g. time management, preview context) to regulate their
learning. Affective strategies are strategies that refer to learners’ internal factors such as
learning emotion, learning anxiety, and learning attitudes.
The TOEIC test is designed by English Testing Service (ETS), and it measures
non-native speakers’ English proficiency on listening and reading. Total scores of the test
are 990 with each section 445. The TOEIC test has seven parts and is divided into a
listening section and a reading section. The listening section has four parts: Photographs,
Question-Response, Short Conversation, and Short Talks. The reading section has three
Parts-Incomplete Sentences, Text Completion, and Reading Comprehension. A good
TOEIC score will show how well testers can communicate in English in business situations.
With reference to test-taking guidelines on listening comprehension Part of the TOEIC,
Lougheed (2007) pointed out some strategies such as read the direction carefully, work
swiftly, guess, follow instructions, and look over answer sheet one minute before the end of
the test are the key methods students have to remember when taking the TOEIC test. Foster
et al (1997) referred some listening comprehension strategies such eliminate incorrect
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answer items, determine “WH-questions”, distinguish verb tense and similar words,
recognize types of questions, think carefully about idiomatic questions, and pay attention to
the ways words expressed. Theses guidelines can provide test-takers or students more
opportunity to understand the purposes of the TOEIC and instruct them how to answer
questions with high percent of accuracy.
3. Methods
3.1 Research Design
In this study, the researchers used a qualitative approach to investigate twelve
university applied English majors’ listening strategies on the TOEIC test. When mentioning
to the definitions of qualitative research, Hancock (2002) stated that the qualitative research
is concerned with developing explanations of social phenomena. That is to say, it aims to
help us to understand the school in which we live and why things are the way they are. It is
concerned with the social aspects of our world and seeks to answer questions about.
Hancock (2002) also stated that qualitative studies are concerned with finding the answers
to questions which begin with: why? How? What way in Qualitative research?
3.2 Research Questions
In this research, the qualitative questions are listed as follows:
1. What strategies did identified high-achieving and low-achieving students use on
each listening part of the TOEIC?
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2. Are gender and practice efforts the factors to impact identified high-achieving
and low-achieving students’ strategy use on the TOEIC?
3.3 Participants
The research subjects for the current study were 12 Applied English majors chose
from two “Language Testing” classes during the fall 2011 semester at a private university
in middle Taiwan. The research subjects selected from 98 Applied English freshmen
studying on two “Language Testing” classes depend by their listening parts of TOEIC
scores and course performance. Among these subjects, six students were identified as
high-achieving students and six students were identified as low-achieving students.
3.4 Instrumentation
Regarding the qualitative instrumentation, the researcher used a general interview
guide approach to collect qualitative data. In this type of interviewing, the interviewer has
an outline of topics and semi-structured questions, and he or she is free to vary the wording
and the arrangement of the questions. The idea of the outline was made and derived from
the ideas of learning strategy Part of the MSLQ (The Motivated Strategies for Learning
Questionnaire) initiated by Garcia and Pintrich (1995). As to the reliability and validity of
the qualitative instrument, triangulation was used as a method to evaluate the consistency
and effectiveness of the interview protocol. Mathison (1988) proposed that triangulation
helped researchers to evaluate controlled bias and to set valid position in qualitative
approaches. The searcher observed, took notes, and recorded dialogic interviews from the
respondents to understand their replies regarding their listening strategy use in the TOEIC.
3.5 Data Collection and analysis
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With regard to the qualitative data collection, the researcher used semi-structured
interviews with an interview guided approach to collect the qualitative data. The
QSR-NVIVO was used as a tool to analyze qualitative data. The functions of NVIVO such
as transcribing data, creating main topics, coding the data, assigning labels to code,
recoding the data, and comparing and contrasting the data were used to analyze each
respondent’s reply in a face-to-face interview.
4. Results
The twelve interviewees were chosen from two “Language Testing” classes. The
subjects included six identified high-achieving students (S1, S2, S3, S4, S5 and S6) and six
identified low-achieving students (S7, S8, S9, S10, S11 and S12) as determined by the
course instructors on the basis of students’ TOEIC listening scores and course performance.
High- achieving students were identified as students who scored over 250 points on the
TOEIC (intermediate level), and low-achieving students were identified as students who
scored below 250 points on the TOEIC listening. With regards to coding the qualitative
data and protecting interviewees’ privacy, the researcher referred to the twelve students by
number, from S1 (student 1) to S12 (student 12).
4.1 Analysis of Interviewee’s Background Information
Table 1 presents the background information for interviewees’ TOEIC test scores,
testing experience, and weekly study time on the TOEIC. When asked whether they had
passed on the TOEIC, six students (S1, S2, S3, S4, S5, and S6) responded they had gotten
the TOEIC listening comprehension Parts of the test over 250 points (equal to the TOEIC
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intermediate level). The other six interviewees (S7-S12) responded that they had gotten the
TOEIC listening comprehension Parts of test below 250 points. In terms of their test-taking
experience, five interviewees (S2, S3, S4, S6, and S8) said that they had taken the TOEIC
test more than once. The other interviewees stated that they had taken the TOIC only once.
As for length of time studying English per week, five interviewees (S2, S3, S4, S5 and S6)
said they studied TOEIC listening materials more than ten hours a week and the other seven
interviewees studied English or course materials less than 10 hours a week included one
high-achieving student (S1).
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Table 1. Interviewees’ TOEIC Listening Score, Testing Experience, and Weekly Study TOEIC Time
Interviewee
TLS
TE (TOEIC)
LTSTLMW
(Hrs/wk)
S1 (Female)
265
1
8
S2 (Male)
255
2
10
S3 (Female)
300
2
12
3
10
S4 (Female)
280
S5(Male)
255
1
12
S6(Male)
330
2
16
S7 (Male)
245
1
8
S8(Male)
205
2
2
S9(Female)
150
1
2
S10(Female)
120
1
0
S11(Male)
140
1
3
S12(Female)
155
1
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Note. TLS = TOEIC Listening Score; TE = Testing Experience; LTSTLMW =Length of Time Studying
TOEIC Listening Materials per Week
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4.2 Analysis of Interviewees’ Strategy Use for TOEIC
The main purpose of the study aimed to identify and discuss high-achieving and low
achieving learners’ perception of using strategies on the TOEIC by analyzing themes in the
qualitative data. As a result, the following qualitative research questions were listed:
1. What strategies did identified high-achieving and low-achieving students use on
each listening Part of the TOEIC?
2. Do gender and practice efforts influence identified high-achieving and
low-achieving students’ strategy use on the TOEIC?
4.2.1 Strategies Use on Each Part of the TOEIC Listening Test
With regard to the strategies students did in Part 1 (Picture Description), most
high –achieving interviewees (S1, S3, S4,S5, and S6) responded that they frequently used
some listening skills such as elimination skills (compensation strategies), personal prior
experience (cognitive strategies) and attention on materials while listening (meta-cognitive
strategies ) to mark answers in Part1. For instance, S2 expressed that he used the reduction
methods to choose the right answer.
“I chose elimination method when I cannot decide which multiple-choice items are
correct. For this, I deleted some items which are not related to the picture. I also pay
more attention on something around the people to find clues” (S2-a-2).
S3 stated she used the information taught in her high school Business English courses
to comprehend test materials with pictures. It is easy to get good grade in the
“Photographs”, “I know 90% of the listening materials because I apply my prior knowledge
learning from the Business English to help me mark the correct answers” (S3-a-2).
Three low-achieving students (S8, S10, and S11) reported they used grammar
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structures (memory strategies), visual aides (compensation), and familiar words (memory
strategies) to choose the answers in Part 1. S8 said he chose the answers as soon as he heard
the words he familiar with. S10 stated she would emphasize environment, people’s actions,
and times in the pictures to identify answers. “I chose the answers I knew in multiple
choice items. If I didn’t listen the materials clearly, I would not choose the items” (S8-a-4).
There are also some benefits strategies suggested by the interviewees that can help
students succeed in the TOEIC. For instance, S2 suggested using affective strategies such
as deep breath to reduce anxiety.
“Before the starting of the TOEIC test, I took a deep breath and told myself I can do
well in the test because I rehearse the mock tests several time. By doing this, I rally felt
better” (S2-a-2).
With regard to the strategies students did in Part 2 (Question-Response), most
high-achieving students (S1, S3, S4, S5) stated they frequently used context translation
skills (cognitive strategies), first word cognition (cognitive strategies), and elimination
skills (compensation strategies) to choose answers in Part 2. Among these strategies, first
word cognition is considered as an effective method to choose the answers. S1 depicted the
basic principles of this method in Part 2.
There are some steps to do in this strategy. You listen and identify whether listening
input is a statement or a question. If it is a statement, you associate with the some topics
such as occupation, activity, location, and time with response. If it is a question, you need
to listen to the first word of the question to distinguish whether a question word (5W1H) or
an auxiliary (S1-b-3)
S4 suggested the context translation can benefit test-takers to choose the best answers.
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“Context translation means listen to aural input and in the meanwhile translating English
question into Chinese. The method will help test-takers to understand what people say in
the question and choose the best answers for the question” (S4-b-1).
S5 agreed with S4 and added some comments.
“Context translation did help test-takers to comprehend the aural input and choose the
right answers. By using this method, I can answer the right answer with 90% accuracy. I
also used elimination strategies to delete similar answer items in order to get better grade
in this Part” (S5-b-1).
Most of the low-achieving students used meaning guessing (compensation strategies),
emphasis of grammar segments (memory strategies), and familiar words used in the aural
input (compensation strategies) to help them to choose the answers. S9 stated she engaged
meaning guessing strategies such as context guessing to pick answers at random.
“When I cannot completely understand the aural input, I guessed with the answers related
the time (how long, when, what time), I preferred guessing the answers contained time
phrases such as in the morning, sometimes, and on Mondays” (S9-b-4)
S10 depicted how she used memory strategies to choose answers.
“My class teacher taught me how to pick up the answer for Part 2. When listening to the
aural inputs about “where questions”, I emphasized some key words about preposition
phrases such as in, on the top of the building, on the bottom of the table, and beside the
phone and decided which multiple choice items would suit for the statement the questions
provided” (S10-b-3).
With regard to the strategies students did in Part 3 (Short Conversations), most of the
high-achieving students reported they liked to use synonyms (compensation strategies),
memorization of statement items (memory strategies), and attention of listening input
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(meta-cognitive strategies) to choose the answers in Part 3. Unlike the previous Parts which
do not provide question and answer statements, Part 3 (Short Conversations) and Part4
(Talks) provide question and answer statements that help test-takers to comprehend the
questions ahead. S2stated he used to synonyms and cognates to predict the possible
answers from each question.
Some of the experienced test-takers stated that they did many mock tests and
concluded that ETS test-makers preferred to use synonyms on the answer statements to test
students’ abilities of using similar vocabulary on the texts. Moreover, associated words of
occupations are frequently appeared in the test. For instance, money, deposit, and
withdrawal are the associated words related to the word “bank teller”.
S5 stated that memory strategies are helpful to answer in Part 3. “Before the aural
input started to play, I took one minute to preview the question and its multiple choice items
and memorized some key words in order to answer the following questions. To do this, I
can find the cues and predict where, who, what, and when did the conversation talk about. I
found it is easier to answer questions before I listen to these materials” (S5-c-1).
Most of the low-achieving students stated that they used random guessing
(compensation strategies) and self-confidence (affective strategies) to answer the questions
in Part 3. S8 stated that he liked using random guessing when he could not understand what
the conversation was talking about.
“My English listening ability is not good. Therefore, I guessed randomly if I cannot
comprehend the conversation. I also choose the least chosen items for answers in order to
gain more scores on test “(S8-c-3).
S12 stated she told herself to clam down before taking this Part.
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“Part 3 contains longer aural input than previous ones, so it is important for me to
pay more attention to this Part. Before the tape played, I told myself don’t worry about
taking the wrong answers and I just focus on listening to the tape without any interference.
By doing this, I can reduce anxiety while taking tests” (S12-c-2).
When mentioning the strategies students did in Part 4 (Talks), most of the
high-achieving students stated they listened carefully to the introductory announcement of
each talk (cognitive strategies), read the question first (cognitive strategies), and answered
the questions quickly before the next talk began (compensation strategies) in Part 4.
S3 described how she marked answers in Part 4.
“I took 30 seconds to browse the questions for each talk before the tape played and
this way may help me to find what the talk says. The first two sentences of the talk are
significant indications to find the main ideas of the talk. If I find some detailed information
from the questions, I can memorize them in order to find the right answers from the tape”
(S4-d-1).
S6 said that he tried to answer the question as soon as possible in order to answer
questions for next talk. “Before the start of this Part, I read questions and answer choice
before I heard each talk. If I have some troubles answer the questions, I will answer
randomly and skip over the next questions. By doing this, I can answer all the questions in
time. If I don’t know the answers, I just guess and go to next question” (S6-d-3).
Most of the low-achieving students reported they preferred using guessing
(compensation strategies) and self-encouragement (affective strategies) to answer in Part 4.
Fore instance, S5 said that he guessed when he didn’t decide which answers to be chosen.
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“I didn’t prepare much when the first time I took the TOEIC. I remember I only can
comprehend easy words; therefore, I chose the answer choices which I can comprehend on
the test or chose at random” (S5-d-3).
S11 stated he told himself that he has the chance to select the correct answers
although he cannot comprehend the aural materials in this Part. “It is more difficult to
comprehend the talks in this Part since the content are longer than previous Part. I
persuade myself that I can comprehend the talks if I pay more patience and listen
attentively” (S11-d-4).
4.2.2 Gender and Practice Efforts Influence Students’ Strategy Use on the TOEIC
With reference to gender factors, there is no difference between male and female
students’ test-taking strategies use in Part 1 and Part2. Most male and female students
preferred using elimination method (compensation strategies), prior knowledge (cognitive
strategies), and visual aids (compensation strategies) in Part 1 and using elimination
method (compensation strategies) and fist word cognition (cognitive strategies) in Part2.
However, the researcher found female students used more affective strategies than male
students did in both Part3 and Part 4. For instance, S3, S4, S9, and S10 said some ways
such as getting a good night sleep, don’t take tests without empty stomach, well-prepared
for test can relax the anxiety while taking the TOEIC. The result also found out that male
students used guessing frequently (compensation strategies) than female students did when
taking Part 3 and Part4. When exploring the reasons why males liked to use guessing in
“conversation” and “Talks” Part, S5 stated it was very difficult to choose the answers when
the listening materials were “incomprehensible” to him. In that case, he chose the answers
randomly in order to prepare the next questions.
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S11 described how he picked answers at random.
“I did not prepare much on listening when I took my first TOEIC test. I cannot follow
the conversation pace in every Part of listening test, especially in Part 3 and Part 4. The
only thing I can do it is guessing, I guess a number between 1-4 at random in order to
finish all questions in these Parts” (S11-e-1).
With regard to the practice efforts, the study obviously showed the students who took
more than 10 hours practicing listening materials got better scores on the TOEIC than those
who practiced below 10 hours. According to the previous chart (Table 1), 5 out of 6
high-achieving students agreed that practice efforts can help them succeed on the TOEIC
test. S3 suggested that test-takers need to do more than five mock tests to be familiar with
TOEIC listening format and vocabulary. “I took at least 6 weeks to prepare my TOEIC test.
I spent 12 hours a week on practicing on-line TOEIC mock tests, interactive question
exercises, industry vocabulary exercises, and business phrase exercises. These exercises
did assist me be familiar with the listening format and frequently used words on the
TOEIC” (S3-f-4).
S7 regretted his lack of study and poor organization skills on the TOEIC after taking
the test. “It is a pity to have low score in TOEIC because I studied less than 5 hours a week.
When I took my first TOEIC test, I saw many familiar questions and listening chunks on the
mock tests I took before. If I spent more time on listening materials, I could have better
score of 450” (S7-f-2).
5. Conclusion
Many quantitative studies have proven the importance of strategies to improve
learners’ listening comprehension (Ho, 2005; Chao & Chien, 2005). Nonetheless, less
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attention has been paid to use qualitative methods to investigate learners’ use of listening
strategies for standardized tests such as TOEIC in this case. The following conclusions are
listed based on the two qualitative research questions in this study.
1. Strategies Used by High-achieving and Low-achieving Students
The research findings showed that both high-achieving and low-achieving students
liked using compensation strategies (such as visual aids) to help themselves choose answers
in Part 1: Photos. It seems high-achieving students used more cognitive and meta-cognitive
strategies than low-achieving students did. In Part 2: Question-Response, high achieving
students seemed to use more cognitive strategies and compensation strategies than low
achieving students. Most of the low-achieving students frequently used compensation
strategies (guess at random) and memory strategies (listen grammar patterns) in Part2 and
that might be resulted from their lack of listening abilities. Linking, reduction, intonation of
the sentence and key words are significant listening skills for them to rehearse. With
reference to Part 3: Conversations, high-achieving students preferred using more memory
strategies (find key words on the answer statement) and cognitive strategies (listen carefully
in order to comprehend) than low-achieving students. Similar to low-achieving students,
most high-achieving students liked to use compensation strategies (guess at random) when
they missed some important information during listening. In Part 4, high-achieving students
used more cognitive strategies (listen to chunks rather than single vocabulary) than
low-achieving students. Furthermore, like most low-achieving students, high-achieving
students used affective strategies (release anxiety) before taking Part4.
2. Gender and Practice Efforts Influence Students’ Strategy Use on the TOEIC
The findings of the study revealed gender factors are not important indications to
affect students’ strategies use in prt1 and Part 2 of the TOEIC. However, the study showed
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there are some differences exist between male and female test-takers when they did in Part
3 (conversation) and Part 4 (talks). Female students used more affective strategies (talk to
self to calm down) than male students when taking this Part. The reasons might result from
the feelings of test anxiety. The findings also matched Hong’s research (1999) that female
students had higher test anxiety than males did.
With regard to practice efforts, the research findings showed that the students who
spent 10 hours per week on practicing TOEIC listening materials scored higher than
students who spent less than 10 hours per week. While interviewing some low-achieving
students, the researcher found out many of them had lower motivation and used less
cognitive strategies (focus on the first two words of each question in Part 3 and Part4 ) and
meta-cognitive strategies (preview questions and answers before listening in Part 3 and Part
4) when taking the tests. The findings matched VanZile-Tamsen’s and Livingston’s (2010)
research that high-achieving students used more self-regulated strategies than
low-achieving students. The research findings may produce future researchers more ideas
to expand the domain of strategy use in different kinds of standardized language tests. The
exploration of factors that may influence students’ listening comprehension performance on
second language tests is strongly recommended for future study.
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英文系大學生在多益聽力測驗中所使用應答策略之研究
1*
陳柏安 、蘇佳君
2
摘要
聽力應考策略通常被考生廣範的運用在考取一些國際性的語言證照考試上
(多益測驗及托福測驗等)。為了去研究英文本科系大學生們使用多益聽力策略，研究
者採用質性研究法來比較大學生對於多益聽力測驗所運用應答策略的異同之處。研究
者使用一般性訪談導引法( general interview guide approach)來收集質性的資料。而質性
分析軟體 Nvivo 則被使用來管理及分析研究過程中的非數值性的資料。研究預計可以
帶來下列貢獻: 第一，研究結果發現已經通過中級門檻的高成就學生常使用記憶策略
及認知策略來做聽力測驗。而低成就的學生較習慣使用補償策略來來做聽力測驗。第
二，研究結果顯示在聽力測驗的第三及第四部分，女學生比男學生使用較多的情意策
略。最後，研究成果可以給予現在及未來教授多益的教師一些建議去增進他們學生的
聽力能力。
關鍵字:英文本科系大學生，多益考試，質性研究法，聽力應考策略, Nvivo, 高成就學
生, 低成就學生。