[[abstract]]The present study investigated four factors (such as visual aids, text types, topic familiarity, and the number of years of learning) influencing EFL beginners’ listening comprehension. Ninety six-graders of Wanfang Elementary School participated in this study. They were further divided into three groups according to their years of learning English. After completing two listening comprehension tests (a textual format and a pictorial format), the subjects were asked to fill in the questionnaire. Six subjects of each group (i.e., eighteen subjects in total) were interviewed. The major findings of the present study are as follows: 1. The subjects significantly performed better on the test in pictorial format than the textual format. Besides, they reported that pictures were helpful; therefore, they held a positive attitude toward listening tests with pictorial cues. 2. The subjects significantly performed worse on conversations than vocabulary and sentence patterns. The questionnaire and the interview also showed similar results. 3. The results of the questionnaire showed that the materials that had been taught earlier, such as “Fruit” and “Family Members,” were found more familiar to the subjects than those had been taught later, like the two topics Activity” and “Food.” 4. Three groups of subjects did not perform significantly differently. Therefore, the number of years of learning was not a crucial factor in determining the success of the subjects’ listening performance.
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