Studies in the learning strategy field have been frequently centered on explaining phenomena revealed from tasks at uni-level. Whether learners' strategy use is affected by levels of the tasks themselves consequently remains unknown. This case study aims at investigating EFL students' learning strategy use when they face listening tasks of different levels. With the use of think-aloud protocols and follow-up interviews, the researchers intended to uncover an intermediate English learner's strategy use while she encountered listening tasks of elementary, intermediate and higher-intermediate levels. The results showed that the participant adjusted her strategy use in accordance with the tasks of different levels. Furthermore, the adjustment of strategy use was found to be systematic and procedural.
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