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It is undeniable that listening comprehension is a fundamental skill in the process of acquiring a language and plays a crucial part in communication although it is not an easy task which requires both background knowledge and linguistic understanding. Therefore, language learners are supposed to employ listening learning strategies to facilitate the process of decoding oral input. This study aimed at examining if the eleventh graders at Duong Van Duong high school used English listening learning strategies and then exploring the frequency of the students’ use of these strategies. The present study is a mixed-methods research project in which both qualitative and quantitative data were collected through closed-ended questionnaire and semi-structured interview with the participation of 425 respondents and 20 interviewees. The results of the study indicated that a vast number of the participants employed listening learning strategies at different levels of frequency which were classified into three main groups, namely high use (e.g. cognitive and affective strategies), moderate use (e.g. metacognitive and social strategies) and low use (e.g. compensation and memory strategies).

ELEVENTH GRADERS’ ACTUAL USE OF ENGLISH LISTENING LEARNING STRATEGIES AT DUONG VAN DUONG HIGH SCHOOL