College Students' Listening Levels And Listening Strategies In The Web-Based Self-Access Learning Environment

On the basis of the theories of constructivism, this study mainly discussed the effects that the WSLE had on listening proficiency levels and listening learning strategies. By conducting the listening tests, questionnaire, 168 non-English major students (who enrolled Jishou university in 2007) were engaged in a one-year empirical study. Data were collected by means of a questionnaire, which was processed by SPSS (14.0). Detailed analysis of the data has generated the following findings:1) The students in the EG (who studied in the WSLE) have improved their listening scores more rapidly than those in the CG (who studied in the traditional teaching instruction). The listening study in the WSLE is more efficient than that in the traditional listening instruction; 2) There are differences in the strategy use between the EG and the CG. It shows that the WSLE is conducive to the development of the learners' listening strategy use; 3) There are some differences between learning strategies and listening levels in the WSLE. There are differences in strategy use among the students of different proficiency levels in the EG. The students of different language levels have the different abilities to deploy the learning strategies. In the EG, the high level group can widely use other five strategies except affective strategies, but in the CG, there are no regularities for the strategy use of the three levels groups.It shows that autonomous listening learning in the WSLE is efficient, can be used as a substitute for the traditional listening instruction. For listening learning, the data analyses of the EG may instruct different levels students to use the learning strategies appropriately and effectively. College English teachers can change their traditional teaching methods and try to be good guides in the WSLE. As an empirical study of College English Teaching Reform in China, there exist some limitations. But these limitations provide references for further studies of second language teaching in the WSLE in other universities.