一、中文書目
小折（2016）。日文自學方法3：回音法聽寫課文。小折的讀書筆記。取自http://w81015.pixnet.net/blog/post/144228968
王守元，苗興傳（2003）。英語聽力的教學與方法。外語電化教學，4，1-5。
田詩瑩（2013）。英語歌曲融入英語聽力教學之行動研究（未出版之碩士論文）。國立台東大學，台東。史嘉琳（2012）。提升聽力秘訣：每天請聽「回音」十分鐘（上）。師德電子報，69。105年9月25日，取自http://www.cet-taiwan.com/drcet/detail.asp?serno=37
史嘉琳（2012）。提升聽力秘訣：每天請聽「回音」十分鐘（下）。師德電子報，70。105年9月25日，取自http://www.cet-taiwan.com/drcet/detail.asp?serno=73
江仁山（2014）。國中生英語補救教學學習動機與學習成效關係之研究-以新竹市「補救教學實施方案」為例（未出版之碩士論文）。中原大學，桃園。江昭青（2009）。需要補救的「補救教學」。親子天下，9。取自https://www.parenting.com.tw/article/5020382-/?page=1
吳明柱（2015）。減C行動，問題與回應。國小英語兩班三組適性教學分享會小記。取自http://blog.ilc.edu.tw/blog/blog/5798/catid=91415
吳明柱（2016）。兩班三組，英語、數學適性分組教學。柱子老師的課督紀事。取自http://blog.ilc.edu.tw/blog/blog/5798/post/91415/604236
吳竺諭（2013）。基隆市國小學生知覺教師教學信念與學習自我效能關係之研究（未出版之碩士論文）。銘傳大學，桃園。邱皓政（2011）。量化研究與統計分析五(版)。台北市：五南。
邱碧娥Bella Chiou (2013). LEP student’s listening difficulties and strategies. 國立虎尾科技大學學報，31(4)，95-117。
李尉菱（2009）。後設認知策略運用於英語聽力教學之行動研究（未出版之碩士論文）。淡江大學，新北市。李智雯（2014）。跟述策略增進國中生英語聽力與自我效能之研究（未出版之碩士論文）。淡江大學，新北市。何琦瑜（2016）。為什麼我們要關心「減C大動員」。親子天下，82。取自https://www.parenting.com.tw/article/5071912-/
宋曜廷（2012）。聽出英語力。親子天下，37。
林立軒（2013）。運用STAD合作學習法於國中英語補救教學之行動研究（未出版之碩士論文）。台北科技大學，台北市。林寶山（1990）。教學理論與方法。台北：五南圖書出版公司。
柳怡君（2014）。線上英文補救教學對於低成就學生之英文學習動機及文法學習之效益研究（未出版之碩士論文）。高雄師範大學，高雄市。周毓貞（2014）。國小六年級學童家庭社會資本、英語自我效能與英語學習態度之結構方程模型分析（未出版之碩士論文）。國立台北教育大學，台北市。范郁涵（2016）。三段式聽力補救教學對中台灣八年級英語低成就國中生英語聽力之效益及回應之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。柯曉玲（2009）。國中生數學自我效能與數學學業成就關係之研究（未出版之碩士論文）。國立彰化師範大學，彰化。高申春（2001）。人性輝煌之路-班杜拉的社會學習論。台北市：貓頭鷹。
馬行誼（2011）。聆聽教學的理論與實務。台北市：洪業。
陳宏彰（2009）。電影與廣播對英聽的影響。淡江大學英文學系碩士論文，未出版，新北市。陳李綢（1992）。認知發展與輔導。台北：心理。
陳淑嬌（2014）。全球化下的台灣英文教育：政策、教學及成果。教育人力與專業發展，31(2)，7-20。陳菊（2010）。提高學生聽力理解的實證研究。集美大學學報，11(4)，106-108。
陳瑋婷（2011）。自我效能、學習策略與學業成就之關係研究：結合後設分析與結構方程模式。師資培育與教師專業發展期刊，4(2)，83-96。孫志麟（1991）。自我效能的基本概念及其在教育上的應用。教育研究雙月刊，22，47-54。
柴孟君（2014)。多媒體輔以混成式教學法對苗栗縣某國中八年級學生聽力理解成效之研究（未出版之碩士論文）。育達科技大學，苗栗。唐若雅（2014)。應用後設聽力策略教學提升國中生英語聽力之研究（未出版之碩士論文）。國立嘉義大學，嘉義。唐淑華（2011)。補救教學概論。台北市：臺師大。
唐淑華（2013）。帶著希望的羽翼飛翔-談補救教學在十二國教的定位與方向。教育人力與專業發展，30(1)，1-11。唐碧霞（2010）。EFL聽力理解過程的認知負荷分析。外語藝術教育研究，1，56-59。
國立臺灣師範大學心理與教育測驗研究發展中心（2017）。106年國中教育會考各科能力等級加標示人數百分比統計表。國中教育會考。取自https://cap.nace.edu.tw/exam/106/1060609_1.pdf
國立臺灣師範大學心理與教育測驗研究發展中心（2016）。106年國中教育會考問與答。國中教育會考。取自http://cap.ntnu.edu.tw/documents/106CAP_QA.pdf
國立臺灣師範大學心理與教育測驗研究發展中心（2016）。105年國中教育會考各科能力等級加標示人數百分比統計表。國中教育會考。取自https://cap.nace.edu.tw/exam/105/1050603_2.pdf
國立臺灣師範大學心理與教育測驗研究發展中心（2015）。104年國中教育會考各科能力等級加標示人數百分比統計表。國中教育會考。取自https://cap.nace.edu.tw/1040605-1.html
教育部（2014）。國民小學及國民中學補救教學實施方案。國民小學及國民中學補救教學資源平台。取自http://priori.moe.gov.tw/download/2014-2-5-10-15-30-nf1.pdf
教育部（2017）。國民小學及國民中學補救教學標準作業流程手冊。國中教育會考。取自http://priori.moe.gov.tw/index.php?mod=rdm/index/content/sop
梁茂森（1998）。國中生學習自我效能量表之編製。教育學刊，14，155-192。張仟慧（2017）。國中生英語學習自我效能對學習滿意度之研究--以金山中學為例（未出版之碩士論文）。聖約翰科技大學，新北市。張新仁（1995）。教學原理與策略。載於王家通(主編)，教育導論(頁281-309)，台北：五南。
張新仁（2000）。補救教學面面觀。取自http://163.19.1.89/handweb/data/pub/200903172315490.pdf
張新仁（2001）。實施補救教學之課程與教學設計。教育學刊，17，85-106。張新仁、邱上真、李素慧（2000）。國中英語科學習困難學生之補救教學成效研究。教育學刊，16，163-191。張凱昱（2013）。行動情境式學習對自我效能、自我調節與學習成效之影響：以英語學習校園植物為例（未出版之碩士論文）。交通大學，新竹。張瀞文(2016)。當每年兩萬個孩子，花了九年只學到挫敗/減C大動員。親子天下雜誌，82，98-105。取自https://www.parenting.com.tw/article/5071925-
張馨文、劉唯玉(2013)。強勢智能搭橋英語補救教學方案對國中英語低成就學生學習成效影響之個案實驗研究。慈濟大學教育研究學刊，9，139-163。莫敦儀（2017）。差異化教學對國中八年級學生學習效能與學習成就之影響（未出版之碩士論文）。銘傳大學，桃園。解文玉（2014）。科技大學全英語授課英語聽力困難之探討。明新科技大學應用外語系專題研究計畫成果報告。（編號：MUST-104應外-4），未出版。
解文玉（2015）。學生於修習MOOCs課程中遭遇之英語聽力困難。明新科技大學應用外語系專題研究計畫成果報告（編號：MUST-104應外-4），未出版。
曾世杰、陳瑋婷、陳淑麗（2013）。大學生以瞬識字與字母拼讀直接教學法對國中英語低成就學生的補救教學成就研究。課程與教學季刊，16(1)，1-33。曾芬蘭（2015）。會考成績公布，英數嚴重雙峰。聯合新聞網。取自http://udn.com/news/story/6916/947753
黃玟君（2015）。如何選擇適合自己的英語聽力訓練教材？黃玟君老師英語學習網誌。取自http://blog.udn.com/profhuang/33632639
黃祺庭，(2005)。國民小學六年級學童英語學習適應情形之研究-以一個班級為例。教育理論與實踐學刊，14，237-239。。
楊佩玲（2013）。運用社會認知理論於EFL大學環境中：探討語言學習策略、英語自我效能和學習策略教學之關係（未出版之博士論文）。淡江大學，新北市。楊承淑（2010）。跟述訓練與外語教學。輔仁外語學報，7，65-105。
楊逸雲（2013）。運用後設認知學習策略融入遊戲式教學提升國中英語補救教學成效之行動研究（未出版之碩士論文）。淡江大學，新北市。廖克玲（1982）。社會學習論的巨匠-班杜拉。台北市：允晨。
廖雅如（2013）。語料庫教學對七年級學生英語學習成就語英語自我效能之影響
劉云紅（2006）。淺析英語聽力的要素和障礙。Sino-US English Teaching, (3)4, 16-18.
劉怡伶（2012）。英文聽力培養停看聽。敦煌英語教學電子雜誌。取自http://www.cavesbooks.com.tw/CET/ArtContent_tw.aspx?CDE=ART20131206101415SLB
劉珈瑜（2015）。探討國中生自主性、自我效能以及英語學習成就之相關性。
蔡米桂，郝永崴（2015）。高中生之英語聽力焦慮感研究：以認知學徒制為教學設計模式。教育傳播與科技研究，111，25-48。蔡宇晴（2014）。提升國中學生英語自我效能之行動研究（未出版之碩士論文）。淡江大學，新北市。趙曉美（2015）。補救教學vs.有效教學。臺灣教育評論月刊，4(4)，21-25。鄭金玉（2016）。影響國中生英語學習成效因素之研究-應用調節焦點、補習行為、自我效能觀點。健行科技大學國際企業經營學系碩士論文，未出版，桃園市。鄭勝耀、侯雅雯（2016）。美國補救教學政策之研究：以《每位學生都成功》法案為例。教育月刊，267，22-23。
蘇遠連（2003）。論聽力學習策略的可教性：一項基於中國外語初學者的實驗研究。現代外語，1，49-58。
二、英文書目
Alizadeh, N. (2016). Listening comprehension difficulties: The related literature review. International Journal of Research in Linguistics, Language Teaching and Testing, 1(6), 310-316. Retrieved from http://ijrlltt.com/fulltext/paper-19022017122146.pdf.
Almjlad, S. S. A. (2017). A study of probable reasons for Saudi learners’ weakness in listening comprehension. International Journal of English Linguistics, 7(4), 166-178. doi: 10.5539/ijel.v7n4p166
Anyadubalu, C. C. (2010). Self-efficacy, anxiety, and performance in the English language among middle-school students in English language in Satri Suriyothai School, Bankok. International Journal of Human and Social Sciences, 5(3), 193-198.
Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York, NY: Freeman.
Arief, D. R. (2013). The effect of performing shadowing on students’ English listening comprehension in interpretation class. Unpublished master’s thesis. National Taiwan University of Science and Technology, Taipei.
Asher, J. J. (1966). The learning strategy of total physical response: A review. Modern Language Journal, 50(2), 79-84.
Baddeley, (1986). The phonological loop as a Language learning device. Psychological Review, 105(1), 158-173.
Baltra, (1986). Computer assisted language learning: What is it all about? Paper Conference at the University of California, Irvine. Abstract retrieved from http://iteslj.org/Techniques/Kinf oshita-Strategy.html
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior, 4, 71-81. New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of Mental Health. San Diego, CA: Academic Press, 1998).
Bandura, A. (1986). Social foundations of thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Bingol, M. A., Celik, B., Yildiz, N.& Mart, T. (2014). Listening comprehension difficulties encountered by students in second language learning class. Journal of Educational and Instructional Studies in the World, 4(4), Article: 01 ISSN: 2146-7463. Retrieved from http://www.wjeis.org/FileUpload/ds217232/File/2014.4._wjeis.pdf#page=7.
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1-5.
Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge, England: Cambridge University Press.
Brown, H. D. (1990). Listening to Spoken English (2nd ed.). New York, NY: Longman.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). New York, NY: Pearson Education.
Brownell, J. (2006). Listening: Attitudes, principles, and skills (3rd ed.). Boston, Mass.: Pearson / Allyn and Bacon.
Byrnes, H. (1984). TherRole of listening comprehension: A theoretical base. Foreign Language Annals, 17, 317-329.
Campbell, M. (2015). What Is the Phonological Loop? Retrieved from https://glossika.com/blog/the-phonological-loop/
Celce-Murcia. (2001). Teaching English as a Second or Foreign Language. Boston MA: Heinle & Heinle Publishers.
Chao, Y. G. (2013). Factors affecting college student learners’ listening comprehension and listening problems. NCUE Journal of Humanities, 8, 71-84.
Chen, T. M. (2015). A Study on the correlations among learning strategy use, self-efficacy level, and English receptive proficiency (Unpublished master’s thesis). Ming Chuan University, Taoyuan.
Chen, S. (2015). 外語記不住？其實你只是少做了最關鍵的一件事！105年10月12日，取自https://glossika.com/blog/zhong-wen-the-phonological-loop/
Chen, Y. P. (2016). Effects of three-level listening comprehension instruction with English learning magazines on English listening performance and learning attitude on the eighth graders (Unpublished master’s thesis). National Kaohsiung University. Abstract retrieved from http://handle.ncl.edu.tw/11296/ndltd/22659891694926977922
Cho, P. F. (2016). A study of listening strategy teaching on the listening performance of junior high students. (Unpublished master’s thesis). Southern Taiwan of Science and Technology, Tainan.
Chou, T. Y. (2012). Effects of text Shadowing on EFL beginners’ English pronunciation and confidence. Unpublished master’s thesis, National Taiwan Ocean University, Taiwan.
Clark, H. H. (1978). Inferring what is meant. In W. J. M. Levelt & G. B. Flores d’Arcais (Eds.). Studies in The Perception of Language (pp. 295-322). New York, NY: John Wiley and Sons.
CoreYi (2016). 「Speakit說外語」用回音法與跟讀學習法加強英語聽說能力！105年9月4日，取自https://briian.com/36772/
Connie, S. (2003). English foreign language acquisition among college students - listening skills. Hwa Kang Journal of TEFL, 9, 47-60.
Diana Tai. (2015). 神奇的Echo Method讓你講英文更像native speaker。 Voicetube。105年12月10日，取自http://tw.blog.voicetube.com/archives/34666
Dong, D. H., Hsieh, K. T. & Wang, L. Y. (2013). A preliminary study of applying shadowing technique to English intonation instruction. Taiwan Journal of Linguistics, 11(2), 43-66.
Flowerdew, J. & Miller, L. (2005). Second Language Listening: Theory and Practice. Cambridge, England: Cambridge University Press.
Gardner, H. (1983). Frames of Mind. New York, NY: Basic Book Inc.
Gaskins, I. W., Ehri, L. C., Cress, C., O”Hara, C., & Donnelly, K. (1997). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50, 312-327.
Goh, C. C. M. (2000). A cognitive perspective on language learners listening comprehension problem. System, 28, 55-75.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165-182.
Graham, S. (2011). Self-efficacy and academic listening. Journal of English for academic purposes, 10(2), 113-117.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EFL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Harmer, J. (2007). Practice of English Language Teaching (3rd ed.). Harlow, UK: Longman.
Horiyama, A. (2012). The development of English language skills through shadowing exercises. 文京學院短期大學紀要，12，113-213。
Hsieh. (2012).英聽養成急不得，積沙成塔才是第一原則。轉載自TOEIC OK多益情報誌，36。105年9月21日，取自http://www.toeic.com.tw/toeic_news_pub.jsp?type=3&pmid=585
Hsieh, H. J. (2016). Effects of listeningsSupport on the listening performance of junior high school students in Taiwan. (Unpublished master’s thesis). National Pingtung University. Abstract retrieved from http://handle.ncl.edu.tw/11296/ndltd/55062734356180167601
Hsu, H. T. (2014). The listening difficulties of junior high school students in listening to foreign English teachers’ teaching: A case study in Kaohsiung Yangming Junior High School. (Unpublished master’s thesis). National Kaohsiung Normal University.
Huang, E. (2016).「回音法學英語免費工，用回音工具網站。105年8月7日，取自http://www.playpcesor.com/2016/12/learning-english-Echo-Method.html
Huang, H. C. (2015). A study of EFL students’ strategies on English listening comprehension and their listening difficulties. (Unpublished master’s thesis). I-Shou University, Kaoshiung.
Huang, M. C. (2010). An investigation of English listening instruction at senior highsSchools in sentra Taiwan. (Unpublished master’s thesis). National Changhua University.
Hung, L. C. (2010). A experimental study on the effects of metacognitive strategy based English listening comprehension instruction and strategy use on junior high school students in Taiwan. (Unpublished master’s thesis). National Changhua University.
Ida, A. M. P. (2011) Teaching listening and speaking to young learners through folktales. Sino-US English Teaching, 8(8), 499-504.
Kang, L. (2009). The effects of two enhanced pre-listening supports on Taiwanese junior high students’ listening comprehension: background knowledge pre-instruction versus vocabulary pre-teaching. (Master’s thesis). National Taiwan Normal University, Taipei.
Kassem, H. M. (2015). The relationship between listening strategies use by Egyptian EFL college sophomores and their listening comprehension and self-efficacy. English Language Teaching, 8(2), 153.
Keller, Fred S.; Sherman, J. Gilmour (1974). The Keller Plan Handbook. Menlo Park, CA: W. A. Benjamin.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford, NY: Pergamon.
Krashen, S. D. (1983). The din on the head, input, and the language acquisition device. Foreign Language Annals, 16(1), 41-44.
Krashen, S. D. (1985). The Input Hypothesis. London, England: Longman.
Ku, S. C. (2012). A study on English listening difficulty and strategy of junior high school students in Nantou County. (Unpublished master’s thesis). National Changhua University.
Kusumawati, P. (2017). Students’ Opinions on What Makes Listening Comprehension Difficult. Retrieved from http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/55206/0
Lai, C. Y. (2016). Effects of metacognitive listening strategy training on English listening comprehension and response of seventh grades in Southern Taiwan. (Unpublished master’s thesis). National Kaohsiung Normal University. Abstract retrieved from http://handle.ncl.edu.tw/11296/ndltd/16819912305930861035
Lai, P. H. (2009). The correlation between JHS students’ and teachers’ perceptions of the difficulty levels in English listeningcComprehension. (Unpublished master’s thesis). National Kaohsiung Normal University.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd Ed.). New York, NY: Oxford University Press.
Larsen-Freeman, D., & Anderson M. (2011). Techniques and Principles in Language Teaching (3rd ed.). New York, NY: Oxford University Press.
Li, B. J. (2009). The effect ofpPre-listening activities on the EFL listening comprehension of junior high school. (Unpublished masters’ thesis). National Taiwan University of Science and Technology, Taipei.
Li, P. C. (2009). Effects of listening strategy instruction on junior high school students’ EFL listening comprehension in Taiwan. (Unpublished master’s thesis). National Taiwan University of Science and Technology, Taipei.
Li, H. Y. (2014). A study on the effects of listening strategy instruction on junior hish school students’ listening comprehension: An experimental-comparative study of cognitive andmMetacognitive Strategy Instruction. (Unpublished master’s thesis). National Changhua University of Education. Abstract retrieved from http://handle.ncl.edu.tw/11296/ndltd/03632139194687567161
Lin, C. H. (2013). An exploration of the learning style preferences and English listening difficulties of senior high school students. (Unpublished master’s thesis). National Changhua University.
Lin, C. Y. (2009). Proficiency and gender differences in the listening strategy use of the EFL junior high shool students in Taiwan. (Unpublished master’s thesis). National Changhua University.
Lin, L. C. (2009). A study of using “Shadowing” as a task in junior high school EFL program in Taiwan. Unpublished master’s thesis, National Taiwan University of Science and Technology, Taipei.
Lin, P. C. (2015). English listening difficulty in relation to English listening proficiency and English listening self-efficacy of junior high school students in Taiwan. (Unpublished master’s thesis). National Taiwan Normal University, Taipei.
Lin, Q. R. (2012). Exploring English listening difficulties of Taiwanese EFL students: An analysis of new TOEIC (Unpublished master’s thesis). Da-Yeh University, Changhua.
Lundsteen, S. W. (1971). Listening: Its Impact on Reading and the Other Language Arts. Urbana, IL: NCTE/ERIC Clearinghouse on the Teaching of English.
Lu, Y. T. (2015). Effects of direct istening strategy instruction on the listening performance of junior higs school students: short dialogue listening comprehension test as an Example (Unpublished master’s thesis). National Kaohsiung Normal University. Abstract retrieved from http://handle.ncl.edu.tw/11296/ndltd/43494592415695351680
Maddux. (1995). Self-efficacy theory: An introduction. (J. E. Maddux Ed.), adaptation, and adjustment: Theory, research, and application. Self-efficacy. New York, NY: Plenum.
Ma, U. M. (2004). The effect of approaches to repetition strategy instruction on the listening comprehension of junior high school students in Taiwan. (Unpublished master’s thesis). National Chengchi University, Taipei.
McLauglin, B., & Heredia, R. (1996). Information-processing approaches to research on second language acquisition and use, In W. C. Ritchie & T.K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp.213-228). San Diego, CA: Academic Press
McLaughlin T. F., & Vacha, E. F. (1992). The at-risk student: A proposal for action. Journal of Instructional psychology, 19, 66-68.
Mendelson, D. (1984). Learning to Listen: A Strategy-based Approach for the Second Language Learner. San Diego, CA: Dominie.
Muljanto, S. (2012). Analysis of barriers in listening comprehension among junior high school students. English Review: Journal of English Education, 1(1), 97-103.
Murphy, J. M. (1985). Investigation into the Listening Strategies of ESL college Students. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Lamgyages, New York.
Murphy, J. M. (1991). The listening strategies of English as a second language college students. Research & Teaching in Developmental Education, 4(1), 27-46.
Nation, I.S.P. & Newton J. (2009). Teaching ESL/EFL Listening and Speaking. , 205. Routledge, New York, NY.
Nunan D. (1998). Second Language Teaching & Learning. Boston, MA: Heinle & Heinle Publishers.
O’Malley J. M., Chamot A. U., & Küpper L., (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437. doi: http://10.1093/applin/10.4.418
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotion in education. In P. A. Schutz & R. Perrun (Eds.) Emotion in Education (pp. 13-36). San Diego, CA: Elsevier.
Peterson, P. W. (1991) A synthesis of methods for interactive listening in M. Celce-Murcia (Ed.) Teaching English as a Second Foreign Language. Boston, MA: Heinle and Heinle.
Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60. doi: http://dx.doi.org/10.5539/elt.v5n11p60
Rahimi, M., & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-Social and Behavioral Science, 98, 1454-1460.
Rahimirad, M., & Zare-ee, A. (2015). Metacognitive strategy instruction as a means to improve listening self-efficacy among Iranian undergraduate learners of English. International Journal of Instruction, 8(1), 117-132.
Rivers, W. M. (1978). A practical Guide to the Teaching of English as a Second or Foreign Language. New York, NY: Oxford University Press.
Rivers, W. M. (1981). Teaching Foreign Language Skills (2nd ed.). Chicago, IL: University of Chicago Press.
Rost, M. (2002). Teaching and Rsearching Listening. London, England: Pearson Education.
Rumelhart, D. E. (1975). Notes on a chema for stories. In D. G. Bobrow & A. M. Collins (Eds.). Representation and Understanding: Studies in Cognitive Science (pp. 211-236). New York, NY: Academic Press.
Slavin, R. E. (1989). Student at-risk of school failure: The problem and its dimensions. In R. E. Slavin, N. L. Karweit, & N. E. Madden (Eds), Effective Programs for Students At-risk, (pp. 3-19). Boston, MA: Allyn & Bacon.
Su, T. Y. (2014). Exploring Taiwan University freshman students development of listening strategies and self efficacy through extensive listening activities. (Unpublished master’s thesis). Tamkang University, New Taipei City.
Tsai, W. J. (2012). A study of EFL listening difficulties and strategies of Taiwanese college freshmen. (Unpublished master’s thesis). National Pingtung Institute of Commerce.
Tulving, E. (1972). Episodic and Semantic Memory. InTulving E., Donaldson W. (Eds.), Organization of Memory (pp. 381-403). New York, NY: Academic Press.
Underwood, M. (1989). Teaching listening. New York, NY: Longman.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53, 168-76.
Vandergrift, L. (2004). Listening to learn or to learning to listen? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacogition in Action. New York, NY: Routledge, Taylor & Francis Group.
Wipf, J. (1984). Strategies for teaching second language listening comprehension. Foreign Language Annuals, 17, 345-348.
Wu, Y. J. (2015). The Study of English Listening Difficulties (Master’s thesis, Mingdao University, Changhua). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/96500827349674464381
Yan, Renzhi (2012). Improving English listening self-efficacy of Chinese University students -influences of learning strategy training with feedback on strategy use and performance, (Durham theses, Durham University).
Yang, Q. H. (2015). The efects of two types of note-taking activities on college students’ listening comprehension. (Unpublished master’s thesis). National Pingtung University.
Yuan, H. L. (2009). A study of EFL listening difficulties and strategies of senior high school students. (Unpublished master’s thesis). National Taiwan University of Science and Technology, Taipei.
Yeh, P. C. (2012). The effect of repetitive vocabulary instruction on junior high school students’ listening comprehension of liquid consonants and their attitudes towards listening strategies. (Unpublished master’s thesis). National Pingtung Institute of Commerce.
Zarei & Mahmudi, (2012). Schema Building Activities in L2 Reading and Listening Comprehemsion: A Theoretical Review and An Empirical Analysis. Singapore: Laplambert Academic Publishing.
Zhou, Y. J. (2015). The effects of discovery lstening instruction on Taiwanese junior high school students'' English listeningcComprehension. (Unpublished master’s thesis). National Changhua University of Education.