Gui Yanping, Evelyn Pacquing
ABSTRACT
This study aimed to assess participants’ listening proficiency levels, the extent of their utilization of English listening strategies, and their level of engagement in the Business English Listening course in Chinese universities. Using a quantitative research design, the study examined whether significant differences existed in listening proficiency, strategy utilization, and engagement based on demographic variables such as gender, College Entrance Examination English (CEEE) rating, place of origin, and program of study. The findings revealed significant positive correlations between participants’ listening proficiency and their use of listening strategies, as well as between listening proficiency and their level of engagement in the Business English Listening course. These results indicate that students who adopt listening strategies more frequently and participate more actively in course activities tend to demonstrate higher levels of listening proficiency. In addition, several challenges affecting listening performance were identified, including linguistic and phonological barriers, cognitive processing limitations, affective and psychological factors, and contextual and content-related difficulties. In light of these findings, an action plan was proposed to enhance students’ listening proficiency, strategic listening behavior, and engagement in the Business English Listening course, thereby supporting more effective learning and improved communicative competence in professional contexts.
Keywords: Business English listening course, Chinese university students, listening proficiency, listening strategy utilization, student engagement
https://doi.org/10.57180/uyrj8610