本研究旨於探討英語學習者之認知策略和後設認知策略，在單模態及多模態線上英聽測驗中所扮演的角色。立基於第二語言聽力認知過程及多媒體學習認知理論，本研究探討兩種不同型態（單模態及多模態）的聽力輸入，是否在英聽過程中影響學習者使用認知策略及後設認知策略。過去文獻顯示英語聽力策略和學習者之語言程度有關聯。因此，本研究亦將探討學習者之英聽程度是否在單模態及多模態情境中，影響學習者使用聽力策略。
本研究採用組內及組間設計並透過問卷方式搜集數據資料。來自北台灣一所大學之30名英語學習者參與本次實驗。受試者依據其英語聽力程度分成兩組：低成就組與高成就組。兩組受試者皆於不同時間點進行單模態和多模態之線上英聽測驗。本研究採用成對樣本t檢定和獨立樣本t檢定進行資料分析，探討英聽高成就學習者及低成就學習者是否採取不同的認知策略和後設認知策略。
研究結果顯示，不同型態之線上英聽測驗，對英語學習者之認知策略和後設認知策略的使用，並無太大影響。然而，研究結果發現英語學習者之英聽程度和其英聽策略（認知策略及後設認知策略）之使用有顯著關聯。據此，本研究認為英語學習者應了解單模態及多模態聽力認知過程之差異，且教師可提供學習者在線上單模態及多模態聽力測驗中適合使用的策略。本研究亦建議教師在進行聽力課程時，將學習者之英語聽力程度納入考量。更多教學建議將於論文中提出。

The current study was conducted to investigate the role of cognitive and metacognitive strategies in EFL learners’ processing of single-modal and multimodal listening materials in an online setting. Grounded in the model of Cognitive Processes of L2 Listening and the Cognitive Theory of Multimedia Learning, the study aimed to explore whether the two types of input, single-modal and multimodal texts, would influence learners’ employment of cognitive and metacognitive strategies during their listening process. As L2 listening strategies were reported by previous scholars to be correlated with learners’ language proficiency levels, this study also took into account L2 listening proficiency levels to explore whether prior findings will hold true in both single-modal and multimodal listening contexts. The study adopted a within-subjects and between-subjects design with data being collected through a questionnaire of cognitive and metacognitive listening strategies. A total of 30 EFL learners from a university in northern Taiwan were involved in the study. The participants were divided into two different groups based on their listening proficiency levels, namely low and high listening proficiency groups. Each level group was involved in two treatments of single-modal and multimodal listening at two different time points. Multiple paired-samples and independent-measures T-tests were conducted to investigate whether learners at low and high listening proficiency levels differed in their use of cognitive and metacognitive strategies in the two different listening conditions. The result shows that learners’ exposure to two types of input at two different time points did not seem to have strong influences on their adoption of all cognitive and metacognitive strategies in an online setting. However, the low- and high-level listeners demonstrated a statistical difference in some particular cognitive and metacognitive strategies they employed in both listening conditions. The findings of the study underline the need to raise L2 learners’ awareness of the differences of cognitive processes operated in single-modal and multimodal listening as well as provide them with instruction on appropriate strategies they can use when processing online texts in those two different listening contexts. The study also suggests the need for L2 instructors to take into account learners’ aural proficiency levels when implementing L2 listening lessons. Pedagogical implications regarding teaching L2 listening will also be provided.

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