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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.

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.

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