


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 6, No. 1, 2023 

www.scholink.org/ojs/index.php/grhe 

21 

 

Original Paper 

Effects of Multimodal Listening Instruction on Listening 

Performance of Rural Middle School Students from East China  

Kaifang Fan
1*

 & Yue Qi
2
 

1
 School of Foreign Studies, Suqian University, Suqian, China 

2
 Institute for Industrial Technology Research, Suqian University, Suqian, China 

*
 Kaifang Fan, School of Foreign Studies, Suqian University, Suqian, China 

 

Received: December 8, 2022   Accepted: December 19, 2022   Online Published: February 1, 2023 

doi:10.22158/grhe.v6n1p21                URL: http://dx.doi.org/10.22158/grhe.v6n1p21 

 

Abstract 

To overcome the key factors affecting the instruction of English listening is of vital importance for 

English teaching in rural middle schools. In this study, we conduct a quasi-experiment following the 

multimodal instruction model to explore the effectiveness of the multimodal instruction model. Firstly, 

the research adopts a mixed research method to extract the key factors that have influence on the 

English listening level of rural middle school students. Then, taking into consideration the influencing 

factors, a multimodal listening instruction model is designed for instruction experiments. The study, 

then, collects data via questionnaire survey and conducts statistic analysis to analyze the results of 

listening tests after instruction experiments. The results show that the multimodal listening instruction 

model can effectively stimulate students to improve their English listening ability, and its effectiveness 

on detailed information comprehension is greater than that on inference question. The results of the 

study can guide rural middle school English teachers to give priority to the use of multimodal listening 

instruction mode in listening details, and help students effectively improve listening effects. 

Keywords 

multimodal listening instruction, effectiveness, detailed information, inference information 

 

 

 

 

 

 

 



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1. Introduction 

In Compulsory Education Curriculum Standards: English (2022 Edition) (hereinafter referred to as The 

2022 version of the English Curriculum Standards), it is proposed that the English curriculum should 

focus on the fundamental task of building morality and cultivating people, reflecting the nature and 

concept of the curriculum, and establishing the curriculum objectives aiming at cultivating and 

developing students’ language ability, cultural awareness, thinking quality, learning ability and other 

core qualities (Ministry of Education of the People’s Republic of China, 2022). he 2022 version of the 

English Curriculum Standards indicates that in the implementation stage of English curriculum, we 

should pay attention to not only the content of learning, but also to students’ learning methods, learning 

satisfaction, and learning instruction. Teachers should encourage students to participate in the learning 

process with multiple senses according to students’ cognitive characteristics, and guide students to 

adopt multimodal learning methods to enhance learning effects and improve learning efficiency 

(Ministry of Education, 2022). 

But at present, listening has become the bottleneck that restricts many rural middle school student’ 

English learning. There are still some problems in English listening instruction. For example, students 

lack listening skills, pay too much attention to the words and sentences they hear, can’t grasp the 

general idea of listening materials, and can’t find answers from the general idea. Besides, their mother 

tongue influences their reaction speed to English listening; The differences between Chinese and 

foreign cultures also affect students’ English listening ability and so on. In view of this, this study 

intends to analyze the factors affecting the listening comprehension of students from rural middle 

school and try investigate the effectiveness of multimodal listening instruction. 

 

2. Literature Review 

2.1 Research on Multimodal Instruction Mode 

Multimodal is a term put forward by western scholars at the end of the 20th century. Modality refers to 

the way in which human senses interact with the external environment. The interaction of a single 

sense is called a single modal, and the interaction of multiple senses is called multimodal. In recent 

years, multimodal research has gradually attracted the attention of the linguistic community. Based on 

Halliday’s systemic functional theory, multimodal discourse analysis uses visual, auditory, tactile, 

olfactory, gustatory, tactile and other models to apply nonverbal modals such as image, audio, video, 

and body to discourse analysis (Halliday, 1978). Based on some viewpoints of systemic functional 

theory, multimodal theory pays more attention to the function of discourse. At the same time, the 

development of science and technology has also affected this theory, which focuses on nonverbal 

systems, such as motion, sound and image. The development of system function theory and science and 

technology has injected new vitality into multimodal theory. 

 



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Multimodal research pays more attention to the information communication between speakers and 

society through multiple senses, which reflects a sense of social significance. Multimodal views of 

language and posture can better describe the interaction between language, psychology and body, and 

also provide innovative ideas for English instruction models. Multimodal discourse analysis believes 

that symbols other than language can also express meaning like language. O’Halloran studied text and 

discourse constructed by two or more symbols (O’Halloran, 2011). Multimodal resources that integrate 

audio, video and text modes are important data sources, providing great convenience for researchers in 

retrieval, processing and analysis. The existence of multimodal theory not only breaks the traditional 

modal theory, but also realizes the combination of multiple sensory modals. It can be seen that 

multimodal theory can help learners to effectively integrate text, images and other information, so as to 

help learners obtain effective knowledge input in language instruction. 

Multimodal theory has been widely used in foreign instruction field. Educators advocate using music, 

images, videos, games and other means to mobilize students’ hearing, vision and other senses to 

achieve instruction interaction. As a new instruction concept, multimodal instruction mode is a new 

term proposed by New London Group in 1996. It advocates making full use of teachers, instruction 

aids, networks, pictures, classroom activities and other ways to mobilize students’ multi senses to work 

together and participate in language learning. The multimodal instruction mode integrates static 

resources, including clothing, hair style, face shape, and dynamic resources, including language, voice, 

expression, action, posture, and vision, into the instruction process through different media, giving 

students an all-round multi sensory experience and arousing multi-level association (Group TNL, 1996, 

p. 60). 

Baldry comprehensively interpreted the theory of multimodal discourse analysis, studied the different 

attributes and functions of different technologies (such as telephone, computer, video, etc.) in the 

multimedia environment, and told students that electronic media is a good tool for English learning 

(Baldry, 2000). Stein advocated that the instruction curriculum and evaluation should emphasize the 

characteristics of the learning environment, and created the concept of multimodal instruction in 2000 

(Stein, 2000, p. 333). Jewitt pointed out the shortcomings of this instruction model and believed that 

teachers’ attitudes, instruction methods, students’ classroom attention and learning effects would be 

negatively affected by the diversity of symbol resources (Jewitt, 2002, p. 171). Unworth solved the 

problem of text and electronic images in modern instruction, making multimedia instruction more 

acceptable in the information age (Unsworth, 2001). Therefore, in today’s information age, applying 

multimodal theory to instruction can enrich instruction content and diversify educational resources. 

In China, Hu Zhuanglin and Dong Jia analyzed the entries of the PPT speech contest with multimodal 

theory. They believe that PowerPoint demonstration is an important information transmission tool. 

Their analysis results prove that the use of images, sounds and other modes in PPT can better express 

the meaning of the theme (Hu Zhuanglin & Dong Jia, 2006, p. 3). Gu Yueguo compared multimodal 



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learning based on computer multimedia materials with multimedia learning, and built a “multimedia 

multimodal” foreign language learning model (Gu Yueguo, 2007, p. 3). Zeng Fangben emphasized that 

the creators of foreign language multimedia should strengthen their cognition of symbols and use 

symbols to undertake the dynamic context of foreign language multimedia (Zeng Fangben, 2006, p. 59). 

According to the viewpoint of visual symbols in multimodal discourse theory, Sun Zhinan applied 

visual symbols to the whole English audio-visual instruction, and applied visual symbols to three core 

links: corpus selection, curriculum implementation, and ability evaluation (Sun Zhinan, 2011, p. 45). 

Compared with the research on multimodal instruction abroad, the domestic research in this area 

started late. Some teachers and researchers have explored the multimodal instruction mode, but most of 

them have explored the instruction practice at the university stage. 

To sum up, experts and scholars at home and abroad have studied multimodality in a wide range of 

fields, mainly involving images, sounds, word meanings, visual grammar and the role of different 

symbols in multimodal discourse. They believe that the common use of multimodal resources is 

conducive to meaning construction, and multimodal instruction mode can effectively promote students’ 

cognition. The domestic research on multimodal instruction mode is relatively late, mostly focusing on 

college English instruction, and the research on applying multimodal instruction mode to middle school 

English instruction is less. 

2.2 Research on Listening Instruction 

There are two main concerns in the research on English listening instruction at home and abroad: one is 

college English listening instruction, which mainly involves two aspects: listening instruction mode 

and listening instruction implementation channels, such as flipped classroom (Xia Xing, 2021: 237), 

multi-mode flipped classroom (Tian Miao et al., 2019: 152), college listening instruction mode based 

on cognitive strategies (Wang Xiaojing, 2016: 65), multimodal listening instruction (Yao Wei & Yao 

Guoqun, 2016: 63; Hu Yongjin & Zhang Delu, 2013: 20), information means in listening instruction 

(Ou Danyang, 2021: 235; Li & Hui, 2021: 134), and so on; The second is the instruction of English 

listening in middle schools, which mainly analyzes the specific problems in the implementation of 

English listening instruction in middle schools and gives suggestions (Zhang Feng, 2018: 61; Xiang 

Jiazhen, 2017: 228). A small number of studies involve the research of English listening instruction 

strategies in middle schools, such as the metacognitive strategies of English listening instruction in 

high schools and middle schools (Zhang Hongsheng et al., 2020: 96; Zhao Xuefeng, 2013: 154).  

Therefore, among the current research on English listening instruction, most scholars focus on the 

research on college English listening instruction. The research on middle school English listening 

instruction is limited to raising the problems in English listening instruction or improving the methods 

of English listening instruction, which lacks theoretical basis. 

 

 



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In view of the above, this study tries to apply the multimodal instruction model to rural middle school 

English listening instruction and explore the effectiveness of the multimodal instruction model in 

overcoming English listening barriers and improving students’ English listening ability. Specifically, 

there are two research questions in this study: 

(1) What are the key factors influencing rural middle school English listening? Can the multimodal 

listening instruction model overcome the problems and effectively improve students’ English listening 

ability? 

(2) Is the effectiveness of multimodal listening instruction different on improving the performance of 

detailed information and inference questions of listening? 

 

3. Research Design 

3.1 Experimental Methods and Subjects 

This study adopts a mixed research method. First of all, we use qualitative research to sum up the 

problems in listening instruction and determine the key influencing factors in junior middle school 

listening instruction; Secondly, based on the key influencing factors of listening instruction in rural 

middle school, a multimodal listening instruction model is designed, and a double-blind instruction 

experiment is carried out for the experimental group and the control group; After the instruction 

experiment, the experimental group and the control group were tested for listening comprehension. 

And SPSS26.0 statistical software was used for data analysis of the test results. Finally, the study used 

Likert scale to conduct a questionnaire on the experimental group and the control group, and carried 

out statistical analysis. 

The subjects were 96 eighth grade students from a rural middle school in Jiangsu Province. 96 students 

were divided into experimental and control groups (51 in experimental group and 45 in control group). 

The age and gender distribution of students in each group were compared statistically. The results 

showed that p values were 0.686 and 0.682, respectively. 

3.2 Research Tools  

The materials and research tools used in this study include: questionnaire on key factors affecting 

students’ listening, listening comprehension test and self-assessment questionnaire. 

The questionnaire on the key factors affecting students’ listening is used to collect the key factors 

affecting English listening instruction in rural middle schools. The contents of the questionnaire 

involve personal factors, teacher factors, listening process and other aspects that affect listening. The 

questionnaire is simple and can be understood by eighth grade students. 

The listening comprehension test consists of the following three types of questions: five multiple 

choices and two inference questions on sentence listening, five questions multiple choices and two 

inference questions on dialogue listening, and five multiple choices and two inference questions on 

passage listening. The number of questions is 21 listening comprehension questions, concerning details 



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and inference questions. After the implementation of the instruction experiment, the experiment group 

and the control group are tested with the test papers. 

The self-assessment questionnaire is for students. It uses the 5-level Likert scale as a benchmark to 

quantify the data surveyed and to collects students’ satisfaction with listening instruction after the 

implementation of the instruction experiment. The higher the value, the higher the satisfaction. 

The study uses SPSS to analyze results of students’ test scores and self-assessment questionnaires, and 

uses statistical methods to verify the effectiveness of the multimodal listening instruction model, as 

well as the effectiveness on listening detailed information and inference questions. 

3.3 Research Procedure  

The research is divided into three parts: determining the key factors affecting listening, building a 

multimodal listening instruction model and analyzing the effectiveness. First of all, according to The 

2022 version of the English Curriculum Standards, the research determines the instruction standard of 

English listening in middle schools, and uses the questionnaire to investigate the key influencing 

factors in rural middle school English listening. 

Secondly, according to the multimodal instruction model, the research builds a multimodal listening 

instruction model corresponding to the key factors affecting listening instruction, and implements a 

double-blind listening instruction experiment. The process is as follows: First, according to the 

multimodal English listening instruction model, we design a multimodal listening instruction scheme. 

Then, teachers conduct listening instruction for experimental and the control groups according to their 

listening instruction scheme. The experimental group is instructed according to the designed 

multimodal listening instruction scheme, and the control group is instructed according to traditional 

listening instruction scheme. The instruction experiment lasts two months. 

Then, the study uses listening comprehension tests to test the listening comprehension of the 

experimental and the control groups. 96 valid test papers were recovered. According to the test results 

of the subjects, matched samples T test is conducted to see the differences between experimental and 

control groups in terms of overall listening performance and performance in getting detailed 

information and inference information. At the same time, paired samples T test is conducted to see if 

there is difference before and after the instruction experiment for the experimental group. In order to 

verify the effectiveness of multimodal listening instruction mode on solving the key influencing factors 

of listening instruction, and the effectiveness of multimodal listening instruction on getting detailed 

information and inference information, the study uses the Likert scale to investigate the satisfaction of 

the experimental and the control groups. The scale has five levels, namely “completely disagree”, 

“agree”, “undetermined”, “agree” and “completely agree”, which are quantized by “1, 2, 3, 4, 5”. There 

are 9 survey questions, with 1-5 concerning detailed questions and 6-9 concerning the description of 

inference questions of listening test.  

 



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Finally, the research conducted a self-assessment questionnaire survey on the experimental and control 

groups to provide a triangulation support for the effectiveness of the multimodal listening instruction 

model for rural middle school English listening instruction, as well as the effectiveness of the 

multimodal listening instruction model for listening performance in detailed questions and inference 

questions. 

 

4. Results and Discussion 

4.1 Key Factors Influencing Listening Instruction 

Based on The 2022 version of the English Curriculum Standards, the research analyzes the factors that 

affect English listening instruction in rural middle schools via the questionnaire, which are mainly the 

following five aspects: lack of listening skills, negative transfer of mother tongue, cultural differences, 

psychological factors and lack of student subjectivity. Among them, the lack of listening skills means 

students pay too much attention to words and sentences they listen to, cannot grasp the general idea of 

the listening materials as a whole, and cannot find answers to the questions on understanding the 

overall content of listening. The influence of negative transfer of mother tongue is mainly reflected in 

the students’ inability to consciously distinguish the difference between Chinese tone and English tone, 

and their inaccurate grasp of English rhythm and stress. The influence of negative transfer of mother 

tongue on listening comprehension is that students can’t allocate their attention correctly in the process 

of listening comprehension. Cultural differences mainly stem from the lack of cultural background 

knowledge. Due to the lack of understanding of relevant cultural background knowledge and the 

accumulation of oral expression, students cannot accurately understand the listening content in 

combination with the context. The influence of students’ psychological factors mainly refers to the fact 

that a single instruction mode is difficult to stimulate students’ learning motivation and maintain their 

interest in learning. Junior middle school students generally lack confidence in English listening and 

are not interested in it and their anxiety can easily lead to the untimely processing of information 

processing. The performance of listening comprehension is the untimely understanding of listening 

content. The lack of students’ subjectivity refers to the fact that in the traditional listening instruction 

process, teachers are in a dominant position, and students passively accept language input and cannot 

actively participate in classroom interaction. 

4.2 Multimodal Listening Instruction Model 

According to the requirements and instruction tasks of middle school English listening, and taking into 

consideration of the key factors affecting rural middle school English listening instruction, the research 

designs a multimodal English listening instruction model for three stages: pre-listening, while- listening 

and post-listening, as shown in the following figure. 



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Figure 1. Flow Chart of Multimodal Listening Instruction Scheme 

 

The first step is the pre-listening stage. The teacher shows the students the pictures or teaching aids 

related to the listening theme, tells the stories related to the theme to introduce the background, 

stimulate the students’ interest and motivation in learning, and supplement the students’ long-term 

memory. Through the display of visual pictures, props and other multimodal materials, teachers can 

drive students to prepare for the while-listening stage. Teachers input information to students through 

video, audio and pictures to stimulate students to obtain listening content, process and store listening 

materials, and construct meaning. The post-listening stage is a cognitive and psychological process of 

storing, processing and outputting listening information. Teachers design classroom activities such as 

retelling listening content, role playing, reciting or dictating words, phrases or sentences, and 

explaining the gists of the listening materials. Through audio, pictures, props, videos and other modes, 

teachers mobilize students’ multiple senses to listen, read and write, construct the meaning of listening 

information, and construct learning strategies related to cognitive and psychological processes, so as to 

realize the subjectivity of students in the instruction and learning process. 

4.3 An Analysis of the Effectiveness of Multimodal Listening Instruction Model 

From Mann-Whitney U test, there is no significant statistical difference of the listening proficiency and 

learning satisfactory (p=1 and 1) between experimental and the control groups, indicating that the main 

factors affecting the listening learning effect are balanced between the experimental and the control 

groups before the instruction experiment. 



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After the implementation of the instruction experiment, the study used listening comprehension test to 

test the listening comprehension of the experimental and the control groups. The independent samples 

T test was carried out on the listening comprehension scores of the students in the experimental and the 

control groups to investigate the impact of multimodal listening instruction mode on listening scores. 

From the data shown in Table 1, the average score of the experimental group is higher than the average 

score of the control group, and the standard deviation of the experimental group is less than the 

standard deviation of the control group. At the same time, the score of the experimental class with 

multimodal listening instruction (STD=7.02472, SEM=.98366) is significantly higher than that of the 

control group without multimodal listening instruction (STD=7.53477, SEM=1.12322). It can be seen 

from Table 2 that whether multimodal listening instruction mode is implemented or not has significant 

difference on listening performance (t=3.364. p=.001). 

 

Table 1. Descriptive Data of Listening Test of Experimental and Control Groups 

Descriptive results of listening test of experimental and control 

groups 

Instruction Model N M STD SEM 

Multimodal listening 

Instruction 
51 80.3333 7.02472 0.98366 

Traditional Listening 

Instruction 
45 75.3333 7.53477 1.12322 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Table 2. Results of Independent-samples T-test of Listening Test Scores of Experimental and 

Control Groups 

Results of independent-samples T test  

 

Levene’s test for 

equality of 

variances T-test for equality of means 

F Sig. t df 
Sig. (2- 

tailed) 

mean 

difference 

Std. error 

difference 

95% confidence interval 

of difference 

lower upper 

Assume Equal 

Variances 
.052 .821 3.364 94 .001 5.00000 1.48646 2.04859 7.95141 

Not Assumed Equal 

Variances 
  3.349 90.518 .001 5.00000 1.49305 2.03403 7.96597 

 

The research uses paired samples T test to compare and analyze the scores of detailed questions and 

inference questions before and after the implementation of instruction experiment of the experimental 

group so as to understand whether the scores of detailed questions and inference questions have 

changed after the implementation of multimodal listening instruction. In Table 3 and Table 4, A 

represents the score before the instruction experiment, and B represents the score after the instruction 

experiment. Table 4 shows that there is a significant difference in the scores of listening details before 

and after the implementation of the instruction experiment (t=-5.699, p=.000), and there is a significant 

difference in the scores of inference questions before and after the implementation of the instruction 

experiment (t=-7.047, p=.000). Table 5 shows that after the implementation of the instruction 

experiment, the average scores of listening detail questions and inference questions have improved 

(35.9412<38.6863, 35.5098<41.6471), the standard deviation of details questions has decreased 

(4.94939>4.09629), and the standard deviation of inference questions has increased 

(5.93421<6.15410). 

 

 

 

 

 

 

 

 

 

 



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Table 3. Results of Paired-samples T-test for Students’ Scores of Detailed Questions and 

Inference Questions of Experimental Groups 

Results of paired-samples test 

 

Pairing difference 

t df 
Sig. 

(2-tailed) mean 
Std. 

deviation 

Std. error 

mean 

95% confidence 

interval of difference 

lower upper 

Detailed 

Questions 
A-B -2.74510 3.44002 .48170 -3.71262 -1.77758 -5.699 50 .000 

Inference 

Questions 
A-B -6.13725 6.21939 .87089 -7.88649 -4.38802 -7.047 50 .000 

 

Table 4. Descriptive Results of Paired-samples T test of Students’ Scores of Detailed Questions 

and Inference Questions in the Experimental Group 

Paired sample statistics of students’ scores of detailed questions and inference questions in 

the experimental class 

 mean N 
Std. 

Deviation 
std. error mean 

Detailed Questions 
A 35.9412 51 4.94939 .69305 

B 38.6863 51 4.09629 .57360 

Inference Questions 
A 35.5098 51 5.93421 .83096 

B 41.6471 51 6.15410 .86175 

 

Results of questionnaires on learning satisfaction of the experimental group shows that the proportion 

of choices “2” and “1”, which means “agree” and “completely agree” respectively, is basically more 

than 50%, with the exception of item 6 (the ability to obtain the topic information of the conversation 

in the process of English listening). This shows that multimodal listening instruction is helpful to solve 

the key influencing factors in listening instruction. To verify whether the effectiveness of multimodal 

listening instruction on getting detailed information and inference information is consistent, the 

research uses SPSS to transform the scale data of the experimental and the control groups. The original 

value 1 is converted into 100 points, 2 into 80 points, 3 into 60 points, 4 into 40 points, and 5 into 20 

points. The higher the score, the better the performance. It can be seen from Table 5 that the average 

score of each item in the experimental group is higher than that in the control group, which indicates 

that the students in the experimental group believe that the multimodal listening instruction model is 

really helpful to improve listening performance. At the same time, the scores of 1-5 questions in the 

experimental group are significantly higher than those of 6-9 questions, which shows that the 

effectiveness of the multimodal listening instruction model for getting detailed information is greater 



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than that for inference information. 

 

Table 5. Data of Listening Instruction Satisfaction of Experimental Group and Control Group 

 

Experimental 

group 

Control group total  

 average value average value average value N 

1. Be able to obtain information about 

place and time during English 

listening 

72.94 52.00 63.13 96 

2. Be able to obtain information about 

professional identity during English 

listening 

81.57 51.11 67.29 96 

3. Be able to obtain the identity 

information of the interviewer during 

English listening 

78.43 59.11 69.38 96 

4. Be able to understand numerical 

information in English listening 
70.98 47.56 60.00 96 

5. Be able to obtain reason 

information in the process of English 

listening 

74.51 51.56 63.75 96 

6. Be able to obtain information about 

the topic of conversation in the 

process of English listening 

65.10 55.56 60.63 96 

7. During the listening training, the 

teacher explains how to obtain the 

required information 

69.80 55.11 62.92 96 

8. Be able to obtain information from 

pronunciation and intonation during 

listening training 

61.57 56.44 59.17 96 

9. Be able to infer information from 

information obtained from known 

options during listening training 

70.59 48.89 60.42 96 

 

 

 

 

 

 

 



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5. Conclusion 

This study conducts quasi-experimental research and uses questionnaire surveys to explore the 

effectiveness of multimodal instruction model in improving listening instruction effectiveness of rural 

middle school, and verify the effectiveness of multimodal listening instruction on getting detailed 

information and inference information in listening comprehension. The results show that the 

multimodal listening instruction model can greatly improve the listening performance of students in 

rural middle school and has greater effectiveness on detailed information listening than on inference 

information listening by effectively solving the key problems affecting English listening instruction in 

rural middle schools. The research results could supplement and refine the multimodal instruction 

model, and enhance the applicability of the multimodal instruction model in classroom instruction of 

English listening. Considering The 2022 version of the English Curriculum Standards, the results can 

guide middle school teachers to explore new breakthroughs in English listening instruction, explore the 

causes of listening comprehension difficulties. Especially, the result could guide middle school teachers 

to refine the instruction process in English listening instruction and to distinguish between the 

instruction models in instructing detailed information listening and inference information listening by 

giving priority to the use of multimodal listening instruction model in detailed information listening. 

This study also has the following limitations. First, this research takes the eighth grade students in rural 

middle schools as subjects. If data can be collected in other learning stages, the coverage of research 

subjects will be expanded, so that the research results can better serve English listening instruction. 

Secondly, the research employs self-assessment questionnairs from the subjects to verify the 

effectiveness of the multimodal listening instruction model. In future research, we can use online data, 

such as eye movement tracing and other advanced technologies, to analyze the influencing factors 

affecting students’ listening process.  

 

Acknowledgment 

Supported by the Foundation: 2021 Annual Project of the Fourteenth Five Year Plan for Education and 

Science of Jiangsu Province (C-c/2021/03/13); The Ninth Instruction Reform Project of Suqian 

University (SQU2022JGYB05). 

 

 

 

 

 

 

 

 



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