The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms
Date
2023-11-16
Authors
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Publisher
Saudi Digital Library
Abstract
A glance through the past 40 years of second language (L2) listening instruction reveals an
interesting picture of the pedagogical transition from the conventional listening comprehension
approach emphasizing the final comprehension outcome in L2 listening instruction towards
teaching students ‘how to listen’. Current research directions have emphasised the role of strategy
training and metacognitive instruction in L2 listening development. Research also shows that L2
learning outcomes are significantly affected by individual differences, and that intra-individual
factors (self-efficacy, motivation, self-regulation, and metacognitive awareness) influence listening
comprehension outcomes. Furthermore, it is emerging that attempts are being made to examine
the dynamic interplay of individual differences, metacognitive self-regulatory processing, and links
to L2 listening outcomes and motivation. However, research is currently lacking on the
connections between self-efficacy, motivation, and self-regulatory strategies in L2 listening
comprehension in studies on L2 listening. The present study proposes a pedagogical intervention
based on a theoretical framework, drawing from educational psychology and strategy instruction
research. The intervention aims to target task-specific strategy clusters (orchestration of more
than one listening strategy), raise awareness, model behaviour, and provide positive feedback. By
incorporating a self-regulated learning model emphasising metacognition and L2 listening
strategies, learners may be able to exercise more control over their learning process, which could,
in turn, boost their self-efficacy and motivation to learn.
This quasi-experimental study investigates: (1) the effect of hybrid (synchronous) L2 listening
strategy-based instruction on Saudi EFL students’ listening comprehension and intra-individual
factors (N = 124); (2) the interrelationships between (a) self-efficacy, (b) motivation, and (c) L2 listening self-regulation; and (3) the potential effects of strategy-based intervention on students’
behavioural and motivational characteristics during the L2 listening process. Data were collected
using questionnaires, listening comprehension tests, stimulated-recall protocols, individual
interviews, a teacher’s diary, and L2 listening in-class activities and documents.
As hypothesised, the results of the mixed-methods data analysis provide evidence that students in
the experimental group outperformed their counterparts in the control group in both listening
comprehension and intra-individual factors. In addition, the intervention had a favourable impact
on individual learners in terms of their self-efficacy, motivation, self-regulation, and metacognitive
awareness, as there was a positive correlation between these factors. This study also provides
fresh perspectives in the domain of second language learning by demonstrating that motivational
factors have a positive impact on self-efficacy beliefs through the mediating influence of self regulatory strategies. These results also have significant educational consequences for English as a
Foreign Language (EFL) teachers, educators, and stakeholders in second language education.
The primary finding of this study is that teaching listening strategies is not simply a matter of
assessing comprehension; rather, it involves comprehending the process by which students listen
and improving their strategic behaviours in the process. Moreover, it is important to recognise
that students have varying abilities and motivations in the classroom. This awareness requires a
greater focus on task design, selecting engaging instructional materials, and integrating research-based teaching methods for the covert and complex skill of L2 listening. The study also provides
insights into some of the issues related to remote teaching in L2 listening research, as well as
students’ perceptions of and attitudes towards listening strategy-based instruction in hybrid
learning.
Description
Keywords
Metacognition, self-efficacy, Listening Strategies, self-regulated learning, motivation, Hybrid Learning
Citation
Rawa, O. (2023). The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self-Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms [Doctoral dissertation]. https://eprints.soton.ac.uk/484100/