Abstract
Effective listening strategies are crucial for academic success in engineering education, particularly where English serves as the medium of instruction. This cross-sectional study examined the relationship between demographic factors and listening strategy utilization among 234 engineering students (126 males, 108 females) at Vellore Institute of Technology, Chennai. Data was collected using a 40-item Listening Strategies Analysis Questionnaire measuring seven dimensions: note-taking, active learning, comprehension, predictive organization, critical thinking, resource-based learning and self-management. Statistical analysis revealed significant gender differences in note-taking behavior (t(232) = -3.037, p = .003), with female students demonstrating higher scores than males. Critical thinking showed the highest adoption among all strategies. While age showed no significant effect on note-taking, notable differences were found in predictive organization and critical thinking across age groups.•Female students showed significantly higher note-taking scores (M = 3.58, SD = 0.56) compared to males (M = 3.37, SD = 0.49).•Critical thinking was the most adopted strategy (M = 3.64, SD = 0.57).•Age significantly influenced predictive organization (p = .024) and critical thinking abilities (p = .011). These insights can inform targeted interventions to enhance listening comprehension skills in engineering education.
