The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy

Abstract

Research into metacognitive listening instruction under the Metacognitive Pedagogical Cycle (MPC) has been growing in recent decades, but its effects on L2 listening comprehension, metacognitive awareness, and self-efficacy remain inconclusive. In this mixed-method study, we developed a self-directed online listening practice based on the MPC and investigated its effects on 89 Chinese intermediate EFL learners over 14 weeks. Learners were assigned to either an experimental group, which used the online metacognitive listening practice, or a control group, which used the traditional listening practice without stressing metacognitive awareness. Multiple data sources (listening tests, questionnaires, reflective notes, and interviews) were used to assess learners' listening comprehension, metacognitive awareness, and listening self-efficacy. Results showed that online metacognitive listening practice significantly improved the learners' listening comprehension, but there was little evidence that it increased metacognitive awareness or listening self-efficacy. This study suggests that deploying online listening practice under MPC is a more effective way to improve L2 learners' listening comprehension than traditional listening practice. However, the task-setting of MPC and the task-dependence of self-efficacy may constrain the development of some factors of metacognitive awareness and self-efficacy.

A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments

“…Despite the positive effect of self-efficacy on learners' use of self-regulate strategies (Lee et al, 2021), the impact of strategy instruction on the development of self-efficacy is inconclusive. For example, Boroumand et al (2021) found strategy-based instruction could increase learners' self-efficacy, while Fathi et al (2020), andPei et al (2023) all reported strategy training had no significant influence on learners' self-efficacy beliefs. Therefore, it is necessary to carry out further research in this regard to provide more empirical evidence on the relationship between self-efficacy and self-regulated strategy instruction.…”