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Analysis of the Positive Influence of Auditory Learning Style Preference on College Students’ English Listening Comprehension
- 1 Inner Mongolia University of Technology
- 2 University of Huddersfield
- 3 Shanghai International Studies University
- 4 Beijing International Studies University
* Author to whom correspondence should be addressed.
Abstract
Listening is an important channel for language input, and for college students, good English listening comprehension skills play a critical role in language acquisition. Due to individual differences, learners exhibit varying preferences in their listening-learning process. However, most previous research has focused on native and non-native English speakers, leaving a gap in research on Chinese native speakers. Additionally, most studies are comparative research on learning preferences, with few focusing on a single learning preference. Therefore, this study explores the positive effects of auditory learning preferences on Chinese native college students. Through a series of data collection, organization, and analysis, this study finds that auditory learning style is universal among college students. It can be seen from the survey data that although visual learning style is more common, more than 40% of students are still inclined to conduct auditory learning through lecture interviews or group discussion.In conclusion, students with auditory learning preferences tend to engage more in interactive learning. Furthermore, many students with auditory learning preferences also incorporate visual learning strategies to practice listening comprehension skills.
Keywords
Listening Comprehension, Auditory Learning Preference, College Students.
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Cite this article
Liu,J.;Sun,Y.;Yan,B.;Zhu,X. (2024).Analysis of the Positive Influence of Auditory Learning Style Preference on College Students’ English Listening Comprehension.Lecture Notes in Education Psychology and Public Media,76,32-42.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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