Learning Strategies for the CET-6 Listening: A Study of Chinese College Students

In light of the prevalent challenges faced by non-English majors in the College English Test Band 6 (CET-6) listening comprehension test, coupled with the research gap in previous studies that rarely explored this area in conjunction with students learning strategies, this quantitative study employs a questionnaire survey to investigate the listening learning strategies adopted by Chinese non-English major undergraduates during their preparation for and performance in the CET-6. It aims to explore both the patterns of strategy utilization and the relationship between these strategies and listening test performance. The findings indicate that while students show a higher preference for metacognitive and cognitive strategies, they exhibit significantly lower use of social and affective strategies. In addition to the above contents, the frequency of metacognitive strategy use can predict CET-6 listening scores. Based on these results, the study offers practical implications for enhancing listening proficiency through self-directed learning and instructional guidance in the CET-6 context.