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use, listening affects and listening learningautonomy at first. The results of post questionnaires and post test will be compared withthe pre ones. And the results of EG and CG in the post questionnaires and post test willalso be compared. Then we will see whether there are effects of listeningself-assessment on experimental group in their listening strategy use, listening affects,listening learning autonomy and their listening proficiency. By comparing the data of pre-questionnaire and post questionnaire of listeningstrategy use in both groups, we could see whether there are changes of three types oflistening strategy use in both EG and CG. And then the results of listening strategy usepost questionnaire will be compared between EG and CG to find out whether there isany difference after doing listening self-assessment treatment.
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Conclusion

The research results came from quantitative and qualitative resources. Thequantitative results include the situation of learners’ listening proficiency, the listeningstrategy use, listening affects and listening learning autonomy. The listening self-assessment is more effective to improve learners’metacognitive strategies.The statistic analysis of the listening strategy use questionnaires has shown that theuse of listening self-assessment has positive influence on learners’ listeningmetacognitive strategies. From the quantity and quality results, we know thatself-assessment treatment do really has impacts on learners’ metacognitive strategies inlistening learning. In listening self-assessment, listeners learnt a lot about making plans,monitoring and evaluating listening process and outcomes which would make themused to using kinds of metacognitive strategies in listening learning.
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Reference (omitted)

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