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5 Data analysis...............26
Ⅳ Findings and Discussions....28
4.1 Current state of Students' Metacognitive Strategies use in Listening............ 28
4.2 Improvement of metacognitive strategy use in English listening...... 31
4.3 The effect of metacognitive strategy training on English listening ability.... 39
4.4 Discussion...... 42

Ⅳ Findings and Discussions

The data of the research, including the two questionnaires and two testsrespectively conducted on experimental and control class, as well as the interviewdata collected at the end of the experiment, are analyzed and reported in this chapter.To fully illustrate the research result, this chapter is divided into four parts. Each ofthe first three parts talks about a research question. Two kinds of sources are used ineach part. First, the quantitative findings will be analyzed. Later, qualitative data willbe discussed to prove the results as a supplement. For the last part, it discusses aboutthe commons and differences by comparing with the previous related studies.

4.1 Current state of Students' Metacognitive Strategies use inListening

By analyzing the data of the pre-questionnaire, the status quo of the participants’metacognitive strategy use in English listening will be obtained. 88 and 91 pieces ofquestionnaire paper were handed out respectively to control class and experimentalclass, and 84 pieces and 88 pieces were collected from each class. Descriptive data ispresented below in Table 4.1.According to Oxford and Burry-Stock (1995, pp.l-23), a mean of all the subjectsin the range of 3.5-5.0 on a SILL item is usually considered to be high use of thestrategy, and means that learners use these strategies frequently; 2.5-3.4 is thought toreflect medium strategy use, indicating learners use these strategies less frequently;and 1.0-2.4 is regarded as low strategy use, indicating learners seldom use.

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Conclusions

Following the description of the results in last chapter, this chapter begins withthe major findings of the study, and then proceeds to discuss the limitations of thepresent study and give some suggestions for the further study in this research field. The present empirical study aims to testify the effect of metacognitive strategieson English listening ability. By analyzing the data collected from the pre-test, post-test,two questionnaires and interview, three major findings are listed below.Firstly, non-English major university students in Shenzhen University havemedium level metacognitve strategy use frequency, and they can use metacognitivestrategies sometimes during their listening process, but most of them have no veryclear idea about metacognitive strategy. Among all the metacognitive factors beinginvestigated, the participants are more aware of using monitor strategy, but relativelyless planning and evaluation strategies in listening. In other words, they cansometimes choose appropriate skills or strategies to deal with specific problemsduring listening process, while they seldom make plans for listening and evaluate thelistening performance.Secondly, metacognitive strategy use frequency in experimental class has beenimproved more obviously than that of the control group in all metacognitive factors.And among the three metacognitive factors, planning is the most obviously improved,while mo