Abstract

Computer technology provides students with an opportunity to interact with native speakers in many different forums and therefore enables them to practise and develop their listening skills. Furthermore, video and audio have been developed for use in a wide range of classroom activities. With regards to listening skills in language learning, the majority of studies have concentrated on the use of specific course material. For this reason, this study examines the differences in the perceptions of acquiring listening skills using online resources between elementary and intermediate students. 268 students from a private college and a public university in a Chinese EFL (English as a Foreign Language) context participated in the research project. The data collection methods included questionnaires and interviews, pre- and post-testing measuring tools. According to the pre- and post-test results, the private college students within a technology environment did not make much progress in terms of English listening proficiency. However, the public university students improved significantly within the same environment. The research findings indicate that learner variables, such as learning attitude and motivation, in addition to learner autonomy, play a vital role in facilitating the progress of students at different levels.

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