Exploring L2 Listening Instruction, Self-Efficacy, and Strategy Use: A Mediation Analysis

Abstract

This study aims to investigate different types of English listening instruction, listening self-efficacy, and listening strategy use, particularly the mediating role of self-efficacy between listening instruction and strategy use. We first examined the types of L2 instruction being employed in English as a Foreign Language (EFL) listening classrooms and then we looked into the relationships between L2 listening instruction, listening self-efficacy, and listening strategy use. The results of exploratory factor analysis demonstrated four types of English listening instruction: process-based instruction, comprehension-based instruction, self-regulation-based instruction, and strategy-based instruction. The results of structural equation modeling showed that listening self-efficacy mediated the relationship between strategy-based instruction and listening strategy use, and self-regulation-based instruction and listening strategy use. This study has implications for understanding the effectiveness of different listening teaching practices in enhancing self-efficacy and strategy use.

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

“…Impact of advanced hearing aid technology on speech understanding for older listeners with mild to moderate, adult-onset, sensorineural hearing Loss. Gerontology, 60 (6)…”

“…Western studies in this field often adopt learning strategies as the theoretical framework for understanding and analyzing listening comprehension strategies. This approach conceptualizes listening comprehension as an integral part of the broader spectrum of learning strategies employed by language learners, (Richards, 2013), (Karalık & Merç, 2019), (Xu et al, 2021).…”

Psychology of Efl Learners in Saudi Universities: A Literature Review

“…A review of literature shows that strategy use and self-efficacy beliefs are linked, with studies concluding that learners who make extended use of strategies are more self-efficacious (Montaño-González & Cancino, 2020) and that the type of instruction learners receive influences their listening self-efficacy and subsequently their use of listening strategies (Xu, Fan & Luo, 2021). The reviewed studies also suggest that linguistic, self-regulatory and performance self-efficacy aspects of self-efficacy can predict strategy use (use of sources and discourse synthesis, planning and evaluation) in relation to summary writing performance (Golparvar & Khafi, 2021) and that communicative interest influences learners to use a variety of strategies (planning, monitoring, and compensatory), while instrumental interest predicts the use of retrieval and compensatory strategies (Chae, 2013).…”

“…In their study with 302 Chinese EFL learners, Xu, Fan and Luo (2021) www.abjournals.org listening instruction learners receive influences their listening self-efficacy and subsequently their use of listening strategies. The findings of the study suggest that the teachers should balance comprehension and process-based instructional approaches to listening with support for self-regulated-based instruction (guidance on note-taking, variety of listening tasks and emotional support) and strategy-based instruction which can improve learner self-efficacy.…”