The Impact of listening strategy-based instruction on self-efficacy, motivation, self-regulation and L2 listening comprehension in Saudi mixed-ability university classrooms

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.

More information

Identifiers

ORCID for Alison Porter: orcid.org/0000-0002-8462-1909

Catalogue record

Export record