Immersing learners in English listening classroom: does self-regulated learning instruction make a difference?

Abstract

Abstract Drawing on self-regulated learning (SRL) theory, this quasi-experimental research examined the effectiveness of SRL listening instruction and its influence on L2 listening motivation and strategy use. Quantitative data were collected from 80 undergraduate students who enrolled in an English listening course at a Chinese university. The experimental group (N = 40) received 17-week SRL English listening instruction, whereas the control group (N = 40) received traditional product-oriented listening instruction. All the participants completed pre- and post-listening proficiency tests along with questionnaires at the beginning and end of the intervention program. Results showed that influenced by SRL listening instruction, the experimental group outperformed the control group in the post-listening proficiency test with a large effect size, and SRL listening instruction also enhanced the students’ expectancy and the perceived importance of L2 listening comprehension, as well as fostering their top-down strategy use. Some pedagogical implications are discussed.