ZHANG+Da-lin

【Abstract】This study is mainly concerned with the development of IELTS listening skills through e-learning.The research is carried out among students who have introduced e-learning into IELTS study，to find out whether there is a statistically significant difference between e-learning and traditional learning during after class IELTS listening preparation.A number of recommendations and suggestions are also put forward based on the results.

【Key words】IELTS；Listening skills；E-learning

1 Introduction

Over the past few years，both e-learning and International English Language Testing System（IELTS）have dramatically gained their popularity among educators and students.There are，however，some limitations in this methodology compared to traditional face-to-face pedagogy.A wide range of free instructional resource is offered on websites.By using search engines，learners may find information more tailored to their needs.The convenience of this benefits learners of different levels.A case in this point is that students can independently choose online material and activities that meet their specific language learning needs based on their own time and pace（Murray and Mcpherson，2004）.Educators，on the other hand，argue that learners may suffer from mental distress.Exactly，facing all the available information，listeners may sometimes find it difficult to decide which to choose and when to stop.To address these underlying problems，solutions will be proposed based on the framework of e-learning as well as status of Second Language （L2） learners.

2 Research Methodology

This quantitative research aims to quantify the current issues on e-learning.To investigate the trend of e-learning and the use of online learning material for self-study purposes among L2 learners at a training school，online and paper survey are conducted to inspect learners after class learning behavior towards IELTS listening.Classroom observations and documents surveys will also be adopted to obtain projectable results based on a larger population as well as ensure the validity and the reliability of research. In the beginning，personal information such as gender，age，and education background are set out to acquire learners basic information as well as identify their potential problems on IELTS learning.After that，opinions on developing IELTS listening skills through e-learning are inquired via both closed and open questions.

3 Data Collection and Data Analysis