Abstract
This study reports on the implementation of strategy instruction (SI) in the regular EFL listening curriculum in the context of a Taiwanese technological college. Rather than examining a cause-effect relationship, this study focused in particular on exploring learners’ listening strategy development over the course of SI. The participants were 31 non-English major students of different listening proficiency enrolled in an EFL listening course for fourteen weeks. The SI consisted of in-class strategy awareness-raising, demonstration, practicing and discussion of students’ strategy use, as well as out-of-class students’ self-reflection on their own listening processes. Reflective journals were employed to provide quantitative and qualitative insights into how students develop their strategy use over time, and how they adapted themselves to learn in more self-directed ways. Results showed that students reported greater awareness and control of their listening strategies. This study demonstrates that SI can be integrated in the EFL listening classroom, and can lead to positive effects for learners’ understanding and use of listening strategies. The paper concludes with discussions of, and implication for, implementing SI in regular EFL listening curriculum within the constraints imposed by the given context.

Key words: listening comprehension, strategy instruction, Taiwanese college students