The Effect Of Non-english Majors’ Listening Strategies On Listening Performance And Mediating Role Of Listening Self-Efficacy

Listening is one of the basic skills of English learning.Besides,it is an important part of foreign language teaching and an important channel for language input.Studies have shown that learners’ learning strategies and affective factors affect their academic performance.Most of the current studies emphasize the effect of learning self-efficacy and learning strategies on academic performance.There are few studies on the path analysis of how these factors affect academic performance.In order to explore the effect of listening strategies on listening performance and the mediating role of listening self-efficacy,the quantitative analysis with a listening learning strategies questionnaire,a listening self-efficacy questionnaire,and an English listening semester test as research instruments is applied in this study.230 non-English majors from China University of Petroleum(East China)are investigated.SPSS 26.0 is applied to analyze the data.The following conclusions are drawn.1)The frequency of the use of listening strategies is moderate to high,of which listening meta-cognitive strategies are the most frequently used,followed by listening cognitive strategies,and by listening social/affective strategies.Students’ listening self-efficacy is moderate.Students’ listening performance is moderate to poor.2)Listening strategies are positively and significantly correlated with listening performance.Cognitive strategies are the most relevant to listening performance,followed by meta-cognitive strategies,and finally by social/affective strategies.There is a significant and positive correlation between listening self-efficacy and listening strategies.Listening self-efficacy has the strongest correlation with meta-cognitive strategies followed by cognitive and social/affective strategies.There is a significant and positive correlation between listening self-efficacy and listening performance.3)Listening meta-cognitive,cognitive and social/affective strategies can significantly and positively predict students’ listening self-efficacy and listening performance.Students’ listening self-efficacy can significantly and positively predict students’ listening performance.There is a full mediating effect of listening self-efficacy between listening meta-cognitive strategies and listening performance,and between listening social/affective strategies and listening performance;there is a partial mediating effect of listening self-efficacy between listening cognitive strategies and listening performance.Based on the above research findings,feasible suggestions for improving listening strategies and listening self-efficacy of non-English majors are put forward so as to provide references for English listening teaching and learning.