ESL College Students’ Self-reported Use of Strategies to Comprehend Academic Lecture and the Roles of Gender, Major, L1, Motivation, and Learner Belief

Abstract

The current study intends to examine listening comprehension strategies of ESL college students in comprehending their real-world academic lectures. Specifically, through survey method, it intends to answer questions such as the reliability of self-perceived questionnaire in measuring strategies, frequency of the use of different cognitive, metacognitive, compensatory strategies, and the relations of such use in diverse personal traits such as major, motivation, and belief. The analysis of 37 participants’ survey responses revealed that high reliability of the questionnaire items. Also, it showed that metacognitive strategies were the most frequently used, and variables of gender, major, L1, motivation and learner belief did not predict any difference in the overall strategy use and in other types of strategies.