Abstract

The objective of this study is to determine the relational interplay between listening skills, reading skills, and listening strategies used among EFL freshman students in a Taiwan university. Listening and reading skills were measured by students’ Michigan English Placement Test results. Data on the listening strategies used was collected through a questionnaire survey, which included several questions for each of the three types of strategies: meta-cognitive, cognitive, and affective/social strategies. A typical 5-level Likert scale was applied to report how often the specific strategy was being employed. Several statistical analyses were conducted. The results indicated that translation was the most frequently applied listening strategy when the students had a low listening and a low reading level. The students began to employ inference methods more often as their listening level or reading level improved. In addition, it was found that the types of listening strategies used by the students depend heavily on their listening and reading skill levels. Consequently, the results of this study will provide university instructors working with classes comprised of students of different reading and listening skill levels with further insight applicable to the teaching of listening strategies.