Studies in English Language Teaching
type: channel
description: Studies in English Language Teaching (SELT) is the official open access journal of Scholink. In order to give all researchers equal opportunity to share their ideas, SELT adopts double-blind peer-review. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to SELT. Both of online submission and E-mail submission (selt@scholink.org) are acceptable. ------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: English Language Teaching Second Language Acquisition Applied Linguistics Teaching and Learning English Education Applied Linguistics English Literature Translation Index/List Academic Journal Articles Bielefeld Academic Search Engine (BASE) CiteFactor CNKI Scholar CrossRef Directory of Research Journals Indexing (DRJI) DOI Electronic Journals Library (EZB) Globethics.net Journalseek JournalTOCs Linguistlist OCLC- WorldCat Open J-Gate Publons Qualis A2 Refseek Academic Search Engine ResearchBib ResearchGate ScienceGate Scientific Indexing Service (SIS) The Scientific Literature Database (Scilit) Standard Periodical Directory Turkish Education Index (TEI) WZB Library Open access: Studies in English Language Teaching is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: Studies in English Language Teaching takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers). <img src="[binary]" alt="" width="384" height="528" />
publisher: Scholink Co., LTD
language: en-US
publication name: Studies in English Language Teaching
issn: 2372-9740
copyright: Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
items: Research on the Construction of a Chinese-English Parallel Corpus for Terminology of China's Intangible Cultural Heritage
items: Research on Listening Strategies for English Majors

Research on the Construction of a Chinese-English Parallel Corpus for Terminology of China's Intangible Cultural Heritage
type: item
description: Intangible Cultural Heritage (ICH) is regarded as an important carrier of the cultural genes of the Chinese. Whether the translation of terms is standardized will directly affect the effectiveness of international communication. At present, there are still many problems in this field. Cross-cultural communication and translation research lags behind. Chinese-English parallel corpora are also very scarce. This can no longer meet the needs of international dissemination and cross-cultural communication of intangible cultural heritage. This study focuses on the construction of a Chinese-English comparative corpus of intangible cultural heritage terms. This section describes the corpus construction process in detail, including planning and design, text collection, data preprocessing, bilingual alignment, and storage management. The purpose of this study is to build a standardized and practical parallel corpus and promote better cross-cultural dissemination of China's intangible cultural heritage.
creator: Shi Shi
creator: Yiduo Wang
rights: Copyright (c) 2026 Shi Shi, Yiduo Wang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-04-01
publication date: 2026-04-01
volume: 14
number: 2
starting page: 1
doi: 10.22158/selt.v14n2p1

Research on Listening Strategies for English Majors
type: item
description: Listening, as a core input skill in English learning, is closely associated with the development of speaking, reading, and writing abilities, and accounts for a significant proportion in important English proficiency tests such as CET-4, CET-6, TEM-4 and TEM-8. However, many English majors encounter difficulties in listening comprehension, lacking the application of targeted strategies, and relying on blind training. To address this issue, this study aims to investigate the overall use of listening strategies by English majors, explore the differences in strategy application among students of different grades and listening proficiency levels, and clarify the correlation and predictive effect between listening strategies and listening scores. A questionnaire survey was conducted among 112 English majors from a university in Hubei Province, and SPSS 26.0 was used for descriptive statistics. The results show that: (1) Among the three types of listening strategies, metacognitive strategies are used the most frequently, followed by cognitive strategies, and affective strategies the least; (2) There is no significant difference in the use of listening strategies between lower-grade students (freshmen and sophomores) and upper-grade students (juniors and seniors), though upper-grade students use metacognitive strategies slightly more frequently; (3) There is a significant difference in the use of metacognitive strategies between students with high and low listening proficiency, with high-proficiency students using them more often; (4) Metacognitive strategies are significantly positively correlated with listening scores and can significantly predict listening scores, while cognitive and affective strategies show no significant correlation with listening scores. Based on the research results, this study suggests that English listening teaching should strengthen the training of metacognitive strategies, cultivate students’ awareness of autonomous learning, and improve their …
creator: Qian Li
rights: Copyright (c) 2026 Qian Li http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-04-07
publication date: 2026-04-07
volume: 14
number: 2
starting page: 8
doi: 10.22158/selt.v14n2p8