聽力是在語言學習的教室中最常使用到的能力，除此之外，第二語言聽力理解能力影響第二語言學習者的整體表現顯著，因此，對於聽力不管是對學生或是老師來說都是想要極力提升的能力。許多研究指出第二語言學習者有不同的學習風格,依照自己的風格學習接收學習訊息，將會使學習事半功倍。教師們更是多方設法提供給學習者不同的學習輔助，探討學生在聽力時若提供不同的輔助與給予輔助提供方式將如何影響影響學生對於聽力內容理解的程度。
本研究旨在探究不同學習模態下(僅聽力、聽力加上文字、聽力加上圖片)提供資訊對於不同學習風格的第二語言學習者(聽覺者、視覺者、視/聽力平衡者)的聽力理解會有甚麼影響。受試者先接受「字幕依賴程度測驗」，藉此分辨受試者在接收即時訊息時，比較屬於哪種訊息型態偏好(聽力音檔或聽力輔助視覺)，依據測試後得知的結果，受試者被區分為視覺型與聽力型的語言學習者；接下來受試者每周會接受不同學習模態的聽力測驗(預錄簡報音檔製作而成影片)，分別為三種不同的模態(僅聽力、聽力加上文字、聽力加上圖片)。
研究結果顯示，聽覺型與視覺型學習者在第二與第三周(僅提供聽力與提供聽力和文字)的測驗表現有差異。聽覺學習者在第二與第三周(僅提供聽力與提供聽力和文字)時，並表現最佳。視覺學習者在第三周(提供聽力與文字)表現最佳，僅提供聽力資訊表現其次。至於視/聽力學習平衡者，第二周僅提供聽力的表現最好，其次為聽力加上文字輔助。三種學習者皆在被提供聽力與圖片的情形下表現最差。然而這項研究結果顯示，在接收聽力資訊時，不同的視覺輔助對於不同的學習者對聽力理解的效益雖會有所影響但對聽力與視覺學習者的差異並不顯著。本研究結果鼓勵使用適當的視覺輔助作為學習材料並融合於教學/學習中，以利達成更佳的聽力學習效能。

Existing research has demonstrated that listening is the most utilized ability in language learning classrooms. In addition, the second language listening comprehension ability significantly affects the overall performance of second language learners. Therefore, whether it is for students or teachers, they would like to have their listening ability greatly improved. Many studies have pointed out that second language learners have different learning styles. Thus, learning with their preferred way of receiving learning information according to their own style will make learning more effective. Teachers have been trying to provide learners with different learning aids in various ways, and further discuss how different aids and ways of providing aids will affect students' understanding of L2 listening content. This study explores the impact of different input modalities (listening only, listening plus text, listening plus pictures) on second language learners with different learning styles (auditory, visual, and visual/auditory balance) and how listening comprehension will be affected.
The researcher identified which type of information the subjects preferred focusing on (audio only or audio with the text ), and according to the results obtained after the test, the subjects are divided into visual learners, auditory learners, and balanced learners. The test takers will then receive listening tests (pre-recorded briefing videos) in different learning modes (listening only, listening plus text, and listening plus pictures).
The results of the study showed that there was a difference in test performances between auditory and visual learners in the second and third weeks (listening only versus listening with text). Auditory learners performed best during the second and third weeks (listening only versus listening and text). Visual learners performed best in the third week (when provided with both listening and text), followed by audio-only information. As for those who have a balanced learning style, the performance of audio-only is the best in the second week, followed by listening with text. In addition, all three types of learners performed worst when they were provided with audio with pictures. The results of this study show that different visual aids have an impact on the effectiveness of different learners on listening comprehension when receiving listening information. Even though the results presented that there is no significant difference under three input modalities between auditory and visual learners, the results of this study highlight that teachers and learners should take into the use of different visual aids as learning materials, and appropriately integrate differentiated teaching modes (input modalities) to improve the effectiveness of listening learning.

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