HUNG VUONG UNIVERSITY
DEPARTMENT OF FOREIGN LANGUAGES

NGUYEN VAN THIN

ENGLISH LISTENING STRATEGIES USED BY
THE FIRST-YEAR NON-ENGLISH MAJOR
STUDENTS AT HUNG VUONG UNIVERSITY
(Chiến lược nghe của sinh viên năm nhất không chuyên

tiếng Anh tại Trường Đại Học Hùng Vương)

B.A. GRADUATION PAPER
FIELD: ENGLISH METHODOLOGY

PHU THO, 2022


HUNG VUONG UNIVERSITY
DEPARTMENT OF FOREIGN LANGUAGES

NGUYEN VAN THIN

ENGLISH LISTENING STRATEGIES USED BY
THE FIRST-YEAR NON-ENGLISH MAJOR
STUDENTS AT HUNG VUONG UNIVERSITY
(Chiến lược nghe của sinh viên năm nhất không chuyên

tiếng Anh tại Trường Đại Học Hùng Vương)

B.A. GRADUATION PAPER

FIELD: ENGLISH METHODOLOGY

SUPERVISOR: NGO THI THANH HUYEN

PHU THO, 2022


ACKNOWLEDGEMENT

The completion of this study would not have been possible without the help, support and
encouragement of many people.
First and foremost, I am grateful to Ms. Ngo Thi Thanh Huyen, my supervisor for her
insightful comments and guidance. Her academic expertise and continuous support
helped me complete this research. Her devoted supervision and prompt feedback on my
work throughout the process of writing were invaluable.
I would like to express my deeply gracefulness to teachers at foreign language
Department of Hung Vuong University for giving me comments and feedback for the
study can be better.
Third, I would also like to express my gratitude to the first-year Chinese linguistic
students, the participants of this study, at Hung Vuong University, for their cooperation,
honest feedback and the enthusiasm they showed in responding to my questionnaires.


LIST OF ABBREVIATIONS

ASEAN = Association of Southeast Asian Nations
WTO = World Trade Organization
SBI = Strategy – Based Instruction
IELTS = International English Language Testing System
MPS = the Metacognitive Pedagogical Sequence

CALLA = the Cognitive Academic Language Learning Approach
EFL = English as a Foreign Language
LLS = Language Learning Strategy
L2 = Second Language
SILL = Survey of Strategy Inventory for Language Learning
SI = Strategy Instruction
SPSS = Statistical Package for the Social Sciences


LIST OF FIGURES

Figure 2.1: Classification of strategies according to Oxford's scheme 9
(1990)
Figure 2.2: Taxonomy of strategies (O’malley, Chamot & colleagues).

10


LIST OF TABLES

Table 3.1. Summary of background questionnaire structure

33

Table 3.2. Summary of strategy use questionnaire structure

36

Table 3.3. Reliability of the listening strategy use questionnaire


38

Table 4.1.1. Participant classification by gender criteria

40

Table 4.1.2. Participant classification by learning duration criteria

41

Table 4.1.3. The use of meta–cognitive strategies in comparison between 42
males and females.
Table 4.1.4. The use of specific meta-cognitive strategies between males 42
and females
Table 4.1.5. The use of cognitive strategies in comparison between male 44
and female participants.
Table 4.1.6. The use of specific cognitive strategies between males and 45
females
Table 4.1.7. The use of Socio–affective strategies in comparison between 47
males and females
Table 4.1.8. The specific socio – affective strategies between males and 48
females
Table 4.1.9: The use of Meta – cognitive strategies in comparison between 50
participants with different learning durations
Table 4.1.10. The use of different strategies of Meta-cognitive among two 51
groups
Table 4.1.11: The use of Cognitive strategies in comparison between 52
participants with different learning durations
Table 4.1.12. The use of different strategies of Cognitive among two



groups

53

Table 4.1.13: The use of Socio–affective strategies in comparison between 55
participants with different learning durations
Table 4.1.14. The use of different strategies of Socio-affective among three 56
groups


ABSTRACT
Listening strategy is one of the most important factors that affect the process of
listening comprehension. This paper makes a quantitative study involved the use of
background questionaire and listening strategy use questionnaire for first-year nonEnglish major students at Hung Vuong University in learning English as a foreign
language. It aims finding out which listening strategies are generally employed by
students in listening process, and which listening strategies are needed to be developed
to understand the text better, and therefore, teachers can apply appropriate methods in
listening strategy instruction to continue academic studies successfully. However, the
study still had some limitations that need to be solved in the future studies.


1

CHAPTER 1: INTRODUCTION
This part of the study gives brief information of rationale, aims, significances and
outline of the disertation. It helps to clarify why it is necessary to conduct the study.
1.1 RATIONALE
In recent years, globalization has strongly promoted foreign language learning,
especially English learning, in Vietnam and other countries around the world.

Especially, learning a second language has been much more important since Vietnam
joined the ASEAN (Association of Southeast Asian Nations) in 1995 and the WTO
(World Trade Organization) in 2006. Therefore, learning English as a foreign language
is considered one of the top priority criteria for the Vietnamese educational system. The
question that in which way foreign language learners improve their proficiency in the
target language the most quickly is day by day being sought by not only Vietnamese but
also foreign experts.
Many domestic and foreign experts have been researching to investigate and survey
learners' capacity and find out the effective learning methods to make it easier for the
learner to learn a foreign language such as Vandergrift (1997), Nga Thi Hang Ngo
(2015), Ngo Thi Thanh Huyen (2021), Murphy (1985), Vandergrift (2003). Studies
about foreign language learning strategy use have indicated that applying language
learning strategies is the most efficient way for language learners. Applying language
learning strategies as the tools that help learners independently master the effectiveness
of foreign language learning (Oxford and Nyikos, 1989; O'Malley and Chamot, 1990;
Gardner and MacIntyre, 1993).
According to Vandergrift (1997), there were many different factors influence
student's choice of learning strategies including proficiency, gender, age, academic
majors and learning duration. And the relationship between these variables and the
strategy used by learners has been being studied by famous researchers all around the
world.


2

Of the four language skills, listening is considered the most critical for language
learning at the beginning stages as well as a highly integrative skill, many experts and
their research have demonstrated its crucial role in language acquisition (for example,
Nord 1978; Winitz 1981; Dunkel 1986, 1991; Rost 1990). However, it is reported to be
the weakest skill among four language skill in non-English major students at Hung

Vuong University.
Having understood the importance of listening strategy use and the reality of
listening proficience of non-English major students at study context, this research is
done to investigate and analyze the current situation of language listening strategy use at
the university I am studying at. The study is focusing on the listening strategy used by
first-year non-English major students at Hung Vuong University. Then, find out the
effective way to teach listening skill for non-English major students.
The study can be a useful reference for English teachers to better understand the
language strategies used by students in Hung Vuong University so that they will have an
appropriate language learning strategy instruction curriculum. Also, it can be a good
document for the students who want to have more insights into learning strategies as
well as listening strategies.
1.2 AIM OF THE STUDY
The research aims to investigate the listening strategies used by first-year nonEnglish major students at Hung Vuong University in learning English as a foreign
language. Based on the findings, the study gives implications for teaching and learning
listening skills as well as for further research in the field.
The research was carried on to find out the answer to the following question:
What strategies do the first-year non-English major students of Hung Vuong
University use to facilitate their listening comprehension?


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1.3 SIGNIFICANCE OF THE STUDY
By researching the applicability of listening strategies in learning English, the study
aims to contribute to improving the effectiveness of learning and teaching listening skills
in the classrooms of non-English major students of Hung Vuong University. Especially,
this study is expected to be a reference for teachers of English at Hung Vuong
University which provides useful information about the strategies used by non-English
major students at this school, so that teachers can apply appropriate methods in listening

strategy instruction. Second, the study can be a guideline for students to choose and
practice listening strategies that best suit them.
1.4 OUTLINE OF THE DISSERTATION
The paper is divided into 5 chapters:
Chapter 1, Introduction, provides the background of the study as well as the
rationale for why I conducted this research. In this part, the research question is also
raised as a guideline for the aims of this study which were reached through a suitable
research method. The significance of the study and the research design is also introduced
in this chapter.
Chapter 2, Literature review, presents the theoretical background of learning
strategies, and listening strategies in learning a foreign language. The essential
definitions, the categories, and the factors affecting the learners' choice of strategies are
reviewed and clarified to demonstrate the importance and emphasize the effectiveness of
applying learning strategies as well as listening strategies in learning a foreign language.
In addition, some previous studies related to listening strategy use to find out what their
findings and gaps are.
Chapter 3, Methodology, describes the research method chosen for the study,
involving participants, data collection instrument, and the procedures for carrying out


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the research. The data collection instrument, which is used to get the necessary
information, is in the background questionnaire and strategies questionnaire.
Chapter 4, Findings and discussion, analyzes and discusses the results achieved
from data collection instruments. After that, the answers to the research question are
given in turn.
Chapter 5, Conclusions and Recommendations, summarizes the major findings of
the research and suggests some recommendations for further research. The last section
in this chapter is the conclusion of the whole study.

Finally, the references and appendice are included to illustrate the research
methodology.


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CHAPTER 2: LITERATURE REVIEW

In this chapter, the definitions, classification, and the relationship between
listening and language learning are clarified. The importance of learning strategies as
well as listening strategies in learning a foreign language is also demonstrated. Finally,
some studies in this field of study are reviewed to identigy the gaps in the previous
studies.
2.1

DEFINITIONS

OF

LEARNING

STRATEGIES

AND

LISTENING

STRATEGIES
Many studies had examined language learning strategies in general and listening
strategies, in particular, to discover the most precise definitions since they were

important factors in language acquisition. As a result, there were a plethora of "strategy"
definitions and a lack of agreement on what a "strategy" was. For example, strategies
were described as "techniques or devices that a student can utilize to acquire knowledge"
(Rubin, 1975, p. 43). According to another study, strategies were "general trends or
overall aspects of the language learner's approach, leaving methods to relate to specific
kinds of observable learning activity" (Stern, 1983 cited in Ellis, 1994, p. 531).
"Strategies" were "behaviors and ideas that a student participates in during learning that
were meant to impact the learner's encoding process," according to Weinstein & Mayer
(as cited in Ellis, 1994, p.531). Furthermore, "operations or steps used by the learner to
facilitate the acquisition, storage, or retrieval of information" were defined as
"strategies" (Chamot, Küpper, & Impink-Hernandez, 1988, p. 2). There were not only
these professionals, but also a large number of additional scholars from across the world
have examined it to determine the proper meaning for this phrase.
Having studied and analyzed many definitions of strategies, Oxford (2017) deduced
the characteristics of strategies. First, strategies come in a variety of forms. Most
definitions that Oxford studied mentioned the "form" of strategies. The strategy forms


6

included: thoughts, cognitions (related to what learners think); actions (related to what
learners do); techniques, devices, tools, and methods (related to what learners use);
behaviors (related to how learners act); and general tendencies (related to how learners
approach learning). Second, strategies are purposeful. Third, strategies are used for
particular purposes. These purposes are learning, self-regulation, task accomplishment,
performance, proficiency, facilitation, and helping or involving the whole learner.
Fourth, strategies are consciously used. Fifth, strategies are used flexibly, in various
clusters or chains, and with orchestration. Sixth, strategies are contextualized. Seventh,
strategies are teachable. And last, strategies have a general orientation in the title.
Based on these characteristics, Oxford inferred an encompassing definition of

second-language learning strategies: Second-language learning strategies are complex,
dynamic thoughts and actions, selected and used by learners with some degree of
consciousness in specific contexts to regulate multiple aspects of themselves (such as
cognitive, emotional, and social) to accomplish language tasks; improve language
performance or use; and/or enhancing long-term proficiency. Strategies are mentally
guided but may also have physical and therefore observable manifestations. Learners
often use strategies flexibly and creatively; combine them in various ways, such as
strategy clusters or strategy chains; and orchestrate them to meet learning needs.
Strategies are teachable. Learners in their contexts decide which strategies to use.
Appropriateness of strategies depends on multiple personal and contextual factors. (p.
48)
The term listening strategy refers to the conscious activities that learners take to
comprehend, recall, and memorize information (Goh, 1998 cited in Attia El Sayed Attia,
2002). These strategies play a crucial role in completing listening tasks (Field, 2008).
According to Attia El Sayed Attia (2002) listening comprehension strategy is "a
sequence of steps (mental or behavior) taken deliberately by listeners (always conscious)
in a specific order (depending on the task complexity), to enhance the ability to perceive,
and internalize as well as comprehend the listening input" (p.64). Moreover, Vandergrift


7

(2003) stated that listening is a complex, active process of interpretation in which
listeners try to suit what they hear with their prior knowledge, and listening strategies
are defined as approaches for enhancing the process of listening comprehension. This
process is more complex for second language learners who have limited memory
capacity for the target language (Richards, 1983) thus requiring them to utilize various
listening strategies. More recently, Dat Bao and Cheng Guan (2019) stated that second
language listening strategies can be defined as how listeners manage real‐time
interactions with a spoken text to achieve comprehension.


It is not difficult to

realize that there is also a lack of consensus in defining second language listening
strategies.
In conclusion, the literature review showed that language learning strategies in
general and listening strategies in particular have no coherent and widely accepted
definition. In other words, learning strategies include listening strategies, and these
strategies have been studied by many experts to find out the most appropriate definition
but still, there is a lack of consensus between the studies. The Vandergrift’s definition
was adpoted for this study. In the following section, we'll look at the taxonomies of
learning strategies and listening strategies.
2.2 CLASSIFICATION OF LEARNING STRATEGIES AND LISTENING
STRATEGIES
2.2.1 Classification of learning strategies:
Like defining learning strategies, there have been many researchers who studied to
classify learning strategies systematically. Rubin (1981) who was a pioneer researcher in
the area of learning strategies proposed one of the original taxonomies of learning
strategies. She categorized learning strategies according to the direct or indirect
contribution of a strategy to language learning. This taxonomy of learning strategies
consisted of two groups: strategies that contribute to learning directly, and those which
contribute to learning indirectly. Rubin's taxonomy of learning strategies was one of the


8

earliest classification systems and was used widely. It helped to clarify and systematize
learning strategies. But it also raised some concerns as the difference between direct
strategies and indirect strategies is not always clear.
There was another taxonomy of learning strategies that widely used, Oxford's

taxonomy. Ellis (1994) stated that "perhaps the most comprehensive classification of
learning strategies to date is the one provided by Oxford". Oxford's taxonomy was based
on a survey of prior research efforts on the subject of language learning strategies, to
cover almost every approach already discussed in the literature inside her taxonomy.
The classification she first came up with (Oxford, 1985) was used as a basis for
constructing the most comprehensive questionnaire on learning strategies: The Strategy
Inventory for Language Learning (SILL). Since then, both the inventory and the
taxonomy of strategies have undergone significant revisions.
In Oxford's taxonomy, she classified strategies into direct and indirect ones. The
direct strategies refer to strategies that directly involve the target language as they
require mental processing of the language (Oxford, 1990, p. 37). The indirect strategies,
on the other hand, provide indirect support for language learning through focusing,
planning, evaluating, and seeking opportunities, controlling anxiety, increasing
cooperation and empathy, and other means (Oxford,1990, p. 151)


9

Language learning
strategies

Dirrect strategies

Cognitive
strategies

Memory
strategies

Indirrect strategies


Metacognitive
strategies

Social
strategies

Compensation
strategies

Affective
strategies

Figure 2.1: Classification of strategies according to Oxford's scheme (1990)
According to Oxford, memory strategies, cognitive strategies, and compensation
strategies are all subcategories of direct strategies. Memory strategies including
structured review, imagery, and grouping are employed to facilitate the process of
storing and recalling new information. To directly practice a new language, cognitive
processes such as practicing naturally, analyzing phrases, and summarizing are
employed. Finally, compensatory strategies such as guessing meanings intelligently or
using word coinage, are means to overcome knowledge gaps.
On the other hand, indirect strategies include metacognitive, affective, and social
strategies. Metacognitive strategies, such as self-evaluation, self-monitoring, and paying


10

attention, are devices through which learners manage their learning process. Language
learners control their emotions and attitudes through affective strategies, such as anxiety
lowering and self-encouragement. Social strategies, such as asking questions involve

learning with and from others.
Another most popular categorization was designed and developed by O'Malley,
Chamot, and colleagues. O'Malley and Chamot (1990) divided strategies into three
groups based on their direct or indirect relevance to the task: cognitive strategies,
metacognitive strategies, and social-affective strategies.

Cognitive strategies refer to strategies that manipulate the material to be learned
mentally, such as "elaboration" or 'note-taking. They are more closely linked to the


11

completion of a specific learning activity and entail direct manipulation or modification
of the learning material (O'Malley & Chamot, 1990). Metacognitive strategies are those
that are concerned with planning, regulation, and learning management. They do not
directly process input but go beyond cognitive manipulation and transformation of
incoming information. They entail considering how data is information is processed and
stored, as well as taking the necessary steps to manage and regulate the cognitive
processes. As a result, they are the leader processes as they regulate and manage to
learn. They incorporate strategies used to anticipate an assignment, monitor a task in
progress, and evaluate the success of a task after its completion (Chamot, 1995, p. 15).
Examples given by O'Malley & Chamot (1990), Chamot & O'Malley (1994a) are
"directed attention" (deciding in advance to pay attention to specific aspects of language
input) and "self-management" (displaying an understanding of the conditions which help
to learn and trying to bring these about).
The socio-affective strategies category is the third in this three-part categorization
approach, and it focuses on how learners choose to engage with other learners and native
speakers. This category, according to Chamot & O'Malley (1994a, p. 63), is critical to
second language learning since language is so important in cooperating and asking for
an explanation. "Questioning for clarification" (asking a teacher for repetition), "cooperating" (working with peers on a language learning task to obtain feedback, pool

information, or model a language activity), and using affective controls such as "positive
self-talk" to reduce anxiety are examples of social affective strategies.
In conclusion, it is apparent to see that the categorization of O'Malley, Chamot,
and other colleagues is the most detailed taxonomy. Moreover, there are not only three
taxonomies but also many other classifications of learning strategies in the world, and
many experts are working to figure out the most appropriate classification.


12

2.2.2 Classification of listening strtegies:
There have been some taxonomies of listening strategies in the field; however, the
taxonomy proposed by Vandegrift (1997) has been recognized as the most popular and
reliable one (Oxford, 2018, Ngo Thi Hang Nga (2015). Thus, in this section, this
classification is reviewed because it functioned as the conceptual framework of this
study. In other words, it guided the researcher in choosing the questionnaire to collect
the needed data and interpret the data from that questionnaire.
2.2.2.1 Metacognitive strategies
Mental actions that manage the language-learning process are known as
metacognitive listening strategies (Vandergrift, 1997). Planning (task preparation),
selective attention (deciding which section of the text to focus on), directed attention
(maintaining attention while listening), monitoring (checking, verifying, or correcting
ongoing understanding or performance), and evaluation are the components (of listening
performance, strategy use, and problem identification). The employment of
metacognitive strategies appears to be especially linked to effectiveness in listening
comprehension, according to scientific findings (Vandergrift & Goh, 2012; Vandergrift
& Tafaghodtari, 2010). Monitoring and evaluation, in particular, are critical for correctly
executing other strategies (Vandergrift, 1998).
2.2.2.2 Cognitive strategies
The mental operations that are used to process language to perform a task are

referred to as cognitive strategies (Vandergrift, 1997). Cognitive strategies, according to
Vandergrift (1997), involve the following activities: identifying the main ideas (focusing
on the gist of the listening tasks), inferencing (filling in missing information with known
words, context, background knowledge, paralinguistic knowledge, and body language),
prediction (predicting the contents of a text), note-taking (writing down keywords and
concepts to support performance in a listening task), elaboration (integrating new
information into texts or conversations with known information to fill in missing


13

information), prediction (predicting the contents of a text), imagery (using mental or
actual pictures or visuals to present information), translation (almost verbatim
reproduction of concepts from one language to another), summarizing (synthesizing
what is heard to ensure that the information is retained), and deduction/induction
(consciously applying learned or self-developed rules to understand the target language).
Inferencing, prediction, and elaboration are among the strategies used by highproficiency listeners and are chosen for use in successful LSI treatments (e.g Chamot &
Kupper, 1989; Vandergrifth, 2003; Yeldham & Gruba, 2016).
2.2.2.3 Social/affective strategies
Three behaviors are involved in social/emotional strategies, which are related to
interaction or affective management of language learning: clarifying questions,
cooperating, and lowering anxiety. By asking oneself or others for an explanation or
confirmation, one can clear up any unclear or missing information linked to the listening
task or the language. Cooperation refers to checking answers or receiving feedback on a
listening activity with others, such as classmates or teachers. Lowering anxiety implies
using various techniques, such as taking a deep breath when feeling anxious, to perform
listening tasks more successfully (Vandergrift, 1997). While social strategies
(clarification and cooperation) are useful, particularly for communication purposes
(Clément, Baker, & MacIntyre, 2003), affective factors have a greater impact on
learners' perceptions of the task and the success of the task completion (Vandergrift &

Goh, 2012).
This strategy classification has been commonly deployed, and they have been
acknowledged by several experts (e.g., Blanco & Guisado, 2012; Cross, 2009; Graham,
Santos, & Vanderplank, 2008; Rahimirad & Shams, 2014). Vandergrift's taxonomy of
strategies (1997) was used for this study because it focuses on listening strategies and
represents elements of listening that are connected to cognitive, social, and affective
processes (Goh, 2012).


14

And also, the language listening strategy taxonomy of Vandergrift was used as the
theoretical framework for my study. The theoretical framework was reflected in the
language listening strategy use questionnaire (Appendix B).
2.3 THE IMPORTANCE OF LISTENING AND LISTENING STRATEGIES IN
LEARNING A FOREIGN LANGUAGE
2.3.1 The importance of listening
According to Gary (1978), the value of listening has four dimensions: cognitive,
utility, efficiency, and affective. In terms of the cognitive dimension, Second - language
listening is critical in the language acquisition process (Vandergrift, 1999) since it
supplies learners with the information and data, they need throughout their language
learning journey (Rivers, 1981). Brown (2001) claims that learners internalize the
linguistic knowledge needed to develop language when receiving second language input.
In terms of the value of the input offered by the second language listening, Peterson
(1991) claims that second language learners gain from it at all levels of their learning:
beginner, intermediate, and advanced.
Listening is a receptive skill that foreign language learners require more than
speaking (Vandergrift, 1999). Listening is important for a variety of reasons. For the
first one, listening is now a required ability for university admission examinations, as it
is a fundamental component of language competence testing (Richards, 2008). When

students feel that hearing is beneficial, they are more likely to engage in activities such
as listening to the radio, watching television, and reading (Gary, 1978). Finally,
individuals spend around 40% to 50% of their communication time listening, 25% to
30% speaking, 11% to 16% reading, and 9% writing (Rivers, 1984).
In terms of listening comprehension, research suggests that language education and
learning should begin with listening comprehension. As one of the reasons behind this,
Peterson (2001) claims that "no other sort of linguistic input is as straightforward to
comprehend as spoken language; obtained through listening" (p. 106). In other words,


15

exposure to hearing before beginning to generate language assists learners to acquire
more meaningful language used earlier in the course because they can focus all of their
short-term memory attention resources on meaning. This makes it easier to learn new
abilities (Vandergrift, 1999).
Finally, in terms of the psychological or, more particularly, the emotional value of
listening, Gary (1978) and Vandergrift (1999) found that hearing before language output
reduces pressure on learners. Deferring second language production until later in the
learning process allows students to feel calmer, stress-free, and less ashamed, allowing
them to focus more on the second language input and resulting in far more successful
language acquisition. Gary (1978) adds that even a seemingly easy production activity
like simply imitation needs substantial effort in addition to that necessary for decoding
to emphasize the emotive value of an initial concentration on listening in the learning
process. As a result, allowing learners to relax helps them to improve their listening
skills and internalize the rules, easing the learning of other abilities and increasing their
drive to study (Vandergrift, 1999).
Thus, listening is a crucial ability that serves a variety of purposes, including
communicative, cognitive, linguistic, educational, academic, and psychological. To
summarize this section, listening is a complicated and dynamic ability that plays an

important role in many dimensions of language acquisition.
2.3.2 The importance of learning strategies
There is a link between employing learning strategies and improved performance
(Rost & Ross, 1991; Thompson & Rubin, 1996). Oxford (1990) asserts that learning
strategies are the tools that learners employ to solve issues, complete tasks, fulfill
objectives, and achieve goals in a wide sense. Oxford goes on to say that there are three
primary advantages to using language learning methodologies.
First, language learning strategies enable students to improve their communication
skills. According to Oxford (1990), language learning practices improve learners'


16

communicative skills in a variety of ways. For example, metacognitive strategies help
learners to control their cognitive capacities, and focus, plan and evaluate their
communication development. Affective strategies, on the other hand, help students gain
the self-confidence and perseverance they need to participate effectively in language
acquisition. Social strategies promote learners' interaction and empathetic understanding.
Finally, compensating strategies assist learners in filling up knowledge gaps and
continuing to communicate authentically.
Second, language learning strategies enable students to be more self-directed in
their learning. According to Oxford (1990), language learning practices promote learners
to be more self-directed, allowing them to rely on themselves rather than on the teacher.
This encourages learners to learn on their own (Goh, 2008), allowing them to acquire
confidence, participation, and skill gradually.
Third, language learning strategies allow students to become experts in problemsolving. In other words, language learning strategies give students a variety of strategies
for dealing with their learning difficulties. To promote comprehension, a student may
employ reasoning or guessing strategies (Oxford, 1990).
2.3.3 The infuences of listening strategies
2.3.3.1 Toward learner’s autonomy:

Nguyen and Yongqi Gu (2013) conducted a study to investigate the effect of
strategy – base instruction on the promotion of learner's autonomy. 91 participants were
divided into one experimental group and two control groups. After eight weeks of
training, the results revealed that students who received strategy–based instruction plans
showed remarkable improvements in the self–regulation aspect of learner's autonomy.
More specifically, students who received SBI training appeared to have enhanced their
ability to plan, monitor, and evaluate, planning became the most often exercised skill,
followed by evaluating and monitoring.
2.3.3.2 Toward listening habits:


17

Nguyen (2018) did a study to examine the change in listening habits by applying
the listening strategy of students at the University of Language and International
Studies. The findings showed that students had changes in the ways they dealt with
problems in listening tasks, lexical problems, and pronunciation problems and also
created changes in students' listening habits outside the classroom.
First, according to Hoang, instead of giving up on the listening problems, students
tended to apply strategies to overcome the difficulties. In the pre-listening stage,
students knew how to apply strategies to have better preparation for the listening task. In
the while–listening stage, applying listening strategies make their weaknesses be
improved.
Second, Hoang also stated that the listening strategy made changes in the Way
Students Approached Lexical Problems When Listening. More specifically after
receiving the intervention, students approached new words more strategically, they
tended to utilize inferencing strategies to guess the meaning of new words in the
recording. Without applying listening strategies, students often ignored or even became
so obsessed with new lexical items before. And last, after attending the intervention,
students who were interviewed said that they could make more sense of what the actors

were talking about, they tended to be more confident when talking with native speakers
and it was because of the application of inferencing strategies.
2.3.3.3 Toward listening comprehension performance
Discussing this field, there was a quasi-experimental study by Siew Ean, Lye, Lay
Huah, and Goh (2016) named "metacognitive strategy instruction and IELTS listening
performance: a comparison between using MPS (the Metacognitive Pedagogical
Sequence) and CALLA (the Cognitive Academic Language Learning Approach)
instruction models" which related to this topic. The research aimed at examining
whether these two models would help listeners improve their listening comprehension
performance across three levels of listening capability (high, intermediate, and low). By