本研究旨在探討英語聽力策略教學對英文低成就大學生之影響，研究對象為北部某科技大學7名大三非英文系學生，進行質量並重的研究方法。研究工具包括前後英語聽力理解測驗、英語聽力策略問卷、背景問卷、學生課內反思記錄、學生學習日誌、教師反思日誌及訪談大綱。實驗進行前，施予受試者英語聽力理解測驗及完成英語聽力策略問卷和背景問卷，接著接受為期十二週的英語聽力策略教學，學習二十四個聽力測略，研究者每週一次與受試者進行兩小時策略教學，示範、教授和練習二個聽力策略。實驗進行中，受試者於每週填寫學生課內反思記錄和學生學習日誌，研究者則每週填寫教師反思日誌，另在十二週的實驗中，進行四次半結構式訪談。聽力策略教學完畢後，受試者接受後測，並再次填寫英語聽力策略問卷。研究結果顯示受試者的後測成績皆有進步，且對聽力策略教學持肯定態度，並在聽力策略使用頻率上有增加。從學生課內反思記錄、學生學習日誌及訪談中發現，聽力策略教學能幫助學習者專注於聽力並處理聽力進行時遇到的困難。本研究結果指出，英語聽力策略教學有助於低成就大學生的聽力理解學習。基於研究結果提出教學運用上的建議，第一，聽力策略教學可融入大學英文課中，第二，充足的時間和練習有助於讓學生熟悉並使用聽力策略，第三，在策略教學進行中，英語教師能更了解學生聽力困難，並幫助學生提升英語聽力理解能力。最後，研究者指出本研究的限制並提出相關建議，作為未來研究參考。

The present study aims to investigate the effect of listening strategy instruction to less proficient EFL college students. The participants were seven junior students from an university of science and technology with an average simulated TOEIC score of 250. Four instruments were adopted in the study, including listening strategy questionnaire, student’s in-class reflection, student’s learning diary and teacher’s self reflection journal. Before the experiment, all participants completed the listening strategy questionnaire. Then, for the next 12 weeks, the participants met with the instructor once a week for two hours to receive listening strategy instruction. In total, 24 listening strategies were taught in the class. During the experiment, the participants were asked to write reflection after each class and keep a learning journal of assigned listening tasks. The instructor also kept a reflection journal to keep track of the teaching progress. During the 12 weeks, four semi-structured interviews were conducted to collect data of learner’ learning process. Finally, after 12 weeks, the participants were asked to take post-test and finish the listening strategy questionnaire. The results showed that all participants improved in post-test and indicated that the instruction was effective for their listening comprehension performance. The questionnaires also showed that the frequency of strategy use also increased due to instruction. From students’ learning journals and interviews, the researcher found that listening strategies helped learners focus more on the listening task and deal with problems they encountered. Thus, it is suggested that listening strategy instruction could be incorporated into college English class. Moreover, providing enough time and practice opportunities for students is also important. Finally, through teaching, the teacher could better understand less proficient EFL students’ listening difficulties and help them improve listening comprehension.

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