The Effect Of CALL On Listening Comprehension Strategies Of Senior High School Students

Listening comprehension is one of the most important language skills required to develop in foreign language learning.Recent years,during the teaching practice,many college teachers have observed that the students' listening ability leaves much to be desired though the students are chosen though fierce competition in the national college entrance examination.People start concerning about how to help the senior high-school students improve their English,especially about the way to manage students' listening comprehension process listening comprehension strategies(LCS).While Computer-assisted Language Learning(CALL)model has been introduced to colleges,most senior high school listening comprehension classes are still carried out in traditional face-to-face(FTF)environment. This study attempts to investigate what effect CALL environment would make to the use of LCS of senior high school students,the correlation between LCS use and listening comprehension proficiency, and the differences in using LCS between successful listeners and unsuccessful listeners.Participants consisted of 84 students in Beipiao NO.1 Senior High School in their third semester. Two classes were chosen as the experiment group(EG)and the control group(CG).While CG have their listening comprehension class in the traditional FTF environment,EG have their listening comprehension class in the CALL lab.A questionnaire named Listening Comprehension Strategy Inventory(LCSI)was administered as a measure of LCS preferences,and post-test was taken by both groups to evaluate their language proficiency.The Statistical Package for the Social Science(SPSS, version 13.0)was used for the statistical analysis of the data.The following findings were generated through descriptive statistical process:(1)Students in EG and CG have the same order of strategy category frequency,which is metacognitive strategies,followed by cognitive strategies and social/affective strategies.After the experiment,EG show some significant difference in strategy use.For example,EG use selective attention,inferencing strategies more frequently than CG,whereas CG use repetition more frequently than EG The means of strategies used by EG is higher than CG in general.(2)The mean scores for the listening comprehension tests of EG and CG are close to each other.However,students report in the interview that the CALL model does play a complicated role in their listening comprehension learning process.(3)There is a significant difference in many LCS,such as advance organization,selective attention,evaluation,etc.In general, successful listeners use strategies with a higher frequency than unsuccessful listeners.Results of the current study explore the implications for English teaching and learning in Senior High School.Suggestions for further research are also made based on the findings.