This article reports the results of a questionnaire study conducted on 118 ESL
learners from China to identify comprehension and learning strategies used for
listening. The study also examined the interaction between gender and strategy
use. The variables in the questionnaire were based on the strategies and their
respective tactics identified from a qualitative study conducted with a similar
group of learners. A strategy framework that comprised metacognitive, cognitive,
social/affective categories was adopted. A distinction was made between comprehension
and learning strategies. Whereas comprehension strategies refer to those used
for facilitating understanding during listening, learning strategies are for
improving listening ability in general. Out of 15 comprehension strategies,
respondents reported using 5 strategies frequently. Of the 4 learning strategies,
only one was used frequently. Some studies on strategy use have reported differences
between male and female learners. The present study, however, showed differences
to be small and one came close to any statistical significance. In fact, there
were remarkable similarities between the two gender groups. Both groups reported
a high level of use for 12 tactics and a low level of use for four tactics.
These similarities suggest that factors other than gender might have had an
influence on strategy choice. On the whole, the learners reported a moderate
level of strategy use.
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