Seo Youngjin The purpose of this study is to find out how college students use different strategies when listening to lectures. Especially, the study aims to differentiate between instructor-oriented explanatory lectures and learner-centered presentation and discussion lectures for listening strate- gies. Further, the study tries to look into what kind of factors in different lecture styles affect students’ listening strategies and discuss educational implications in order to help them listen to lectures actively and posi- tively. College students were asked to answer a questionnaire and given focus group interviews in the study. As a result of the questionnaire survey, listening strategies used more frequently in instructor-oriented explanatory lectures are as follows: pay- ing attention and recognizing incomprehensive problems as metacogni- tive strategies, note-taking and trying to understand content structure on lectures as cognitive strategies, accepting upsetting feelings when one cannot understand fully as affective strategies. On the contrary, it was found that the following strategies are used more frequently in learner- centered presentation(discussion) lectures: preview of lecture topics and preparation for questions related to the lecture topics in advance as meta- cognitive strategies, critical listening and related strategies as cognitive strategies, asking questions and requesting supplementary explanation as social strategies. Differences in listening strategies were identified via the focus group interviews on lecture types. Factors that affect application of dif- ferent strategies are: a degree of comprehension on lecture contents by students, a lecturer’s way of explanation, a lecturer’s attitude towards students, a lecturer’s way of speaking, classroom atmosphere of commu- nication, respect for face saving of students, evaluation influence or con- sideration, value of information. Lecture listening is influenced by learners’ listening ability, but also influenced by learners’ external factors such as instructor attitudes toward learners and a form of communication. Therefore, in order to help learn- ers listen to lectures actively and positively, it is necessary to explicitly teach lecture listening strategies. Further, it is required to create a teach- ing and learning environment that can utilize various listening strategies.