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usters (by effective learners), which are both situational with tasks and transferable. 
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Chapter 3 Theoretical Framework.... 24 
3.1 Krashen’s Input Hypothesis......... 24 
3.2 Cognitive Theory........... 24 
3.3 Constructivism ...... 25 
Chapter 4 Research Design of the Present Study ..... 27 
4.1 Research Questions ....... 27 
4.2 Subjects .......... 27 
4.3 Instruments.... 27 
4.4 Research Procedure ...... 29     
4.5 Interview.........41 
4.6 Data collection and Analysis......... 41
Chapter 5 Results and Discussion...... 43 
5.1 Results and Discussion on Listening Tests in Experimental  ...... 43 
5.2 Interview ........ 46 
5.3 Reflective Journals or Retrospections ......... 49 

Chapter 5 Results and Discussion

5.1 Results and Discussion on listening Tests in Experimental Group and Control Group  

This  section  tried  to  examine  the  effects  of  the  listening  cognitive  strategies instruction on the students’ listening proficiency in the experimental group and the results of the overall listening comprehension tests were to respond to the first research question. Although the subjects in two groups were randomly selected from the art majors with the nearly similar English listening proficiency before the study in Northwest Normal University, the t test can test and reveal the difference between the two groups as the t test is one of the most  common  statistical  tests  used  to  compare  two  means.  Here  in  Table  5.1,  mean  of experimental group pre-test was 6.0 while the mean of control group was 7.1, and meanwhile SD of experimental group was 2.67 while control group was 2.44, which apparently shows that there is a slight difference in English listening proficiency in two groups. But is it significant and does it influence the results of the research? Then the t test can work much better.  According to the Table 5.2, the mean difference was 1.1 of 35 and the Sig.=.380 was much  bigger  than  .05.  Hence  the  difference  of  mean  scores  in  two  groups  was  not  significant.  More importantly,  the  t  test  in  Pre-tests  of  experimental  group  and  control  group  was  1.334  >  .05  and Sig.(2-tailed)=.191>.05, which convincingly indicates that there is no significant difference between the experimental group and the control group in English listening proficiency before they were involved in the  study.  That  is  to  say  that  the  participants  enjoy  the  same  English  listening  proficiency  at  the beginning of the research, which better ensures the sound results of the following research. 

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conclusion

This  chapter  was  aimed  to  present  the  major  findings,  pedagogic  implications  and limitations of the study. As the beginning of the st本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。