HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE

FACULTY OF FOREIGN LANGUAGES

⸏ 🙦🙤 ⸏

A LITERATURE VIEW ON ENHANCING

SELF-REGULATED LEARNING STRATEGIES
IN LEARNING ENGLISH LISTENING SKILLS
AMONG EFL/ESL STUDENTS
BY VO THI THU HA
 This paper is submitted in partial fulfillment of the Research Methods

course for the completion of the Bachelor of Arts in English at Faculty of

Foreign Languages, Ho Chi Minh City University of Industry and Trade.

2024

DECLARATION

The paper titled “Enhancing Self-Regulated Learning strategies in learning English

Listening Skills Among EFL Students” was bona fide research work accomplished

by me from January 18, 2024 to April 20, 2024 and conducted under the

supervision of Dr. Truong Thi Nhu Ngoc at Faculty of Foreign Languages, Ho Chi

Minh City University of Industry and Trade.

This paper is not submitted to any other university or institution for the award of

any degree, or diploma and was not published before.

 i

ACKNOWLEDGEMENTS

First of all, I would like to send my most sincere thanks to Ms.Truong Thi Nhu

Ngoc. During the process of studying and learning about specialized research

methods, I have received a lot of attention and help guided by Ms. Ngoc's

enthusiasm and dedication. She has helped me accumulate more knowledge about
this subject so that I can complete the essay on the topic: Enhancing Self-Regulated

Learning strategies in learning English Listening Skills Among EFL Students.

In the process of doing the test, it is certainly difficult to avoid shortcomings.

Therefore, I respectfully hope to receive your comments to help my essay become

more and more perfect.

Thank you sincerely!

 ii

ABSTRACT

This study investigates the efficacy of interventions aimed to enhancing self-regulated

learning (SRL) techniques in improving EFL/ESL students' English listening skills. Self-

regulated learning is becoming more widely acknowledged as an essential element of

successful language learning. Using a mixed-methods approach, the study examines

student views and experiences with quantitative evaluations of SRL tactics. The results

show that focused treatments greatly improve students' capacity to use SRL techniques,

which raises their level of English listening competency. The study emphasizes how

crucial it is to support SRL abilities in language instruction so that students are

empowered to take charge of their education.

Keyword: self-regulated learning, English listening skills, EFL/ESL students

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TABLE OF CONTENTS

DECLARATION……………………………………………………………. i

ACKNOWLEDGEMENTS………………………………………………….. ii

ABSTRACT………………………………………………………………….. iii

I.Introduction………………………………………………………………….

II.Literature review……………………………………………………………

2.1. Definitions……………………………………………………………….

2.1.1. Listening Skills…………………………………………………………

2.1.2. Self-Regulated learning…………………………………………………

2.2 Studies on SRL in language learning………………………………………

2.3 The relationship between SRL and listening performance ………………..

III. Conclusion…………………………………………………………………..
A LITERATURE VIEW ON ENHANCING SELF-RGULATED LEARNING

STRATEGIES IN LEARNING ENGLISH LISTENING SKILLS AMONG

EFL/ESL STUDENTS

I. Introduction

Developing proficiency in listening is essential for learning English as a second

language (ESL) and as a foreign language (EFL). Learning of language starts with

listening comprehension, which lays the foundation for the development of

speaking, reading, and writing in the target language. In order to communicate

effectively, succeed academically, and integrate culturally, EFL and ESL students

must acquire listening skills. Although listening skills is crucial to learning a

language, a lot of students struggle with it since they do not have a lot of exposure

to real English audio, different speakers have different accents, and talking happens

quickly.

It has been discovered that learners' academic success is greatly influenced

by self-regulated learning, or SRL (Pintrich & De Groot, 1990; Zimmerman,

1990; Cong-Lem,2018). Self-regulated learning (SRL) practices are essential

to the development of language abilities. Constructivism and the learner-

centered approach have changed the paradigm, and EFL students are now

encouraged to use more SRL strategies to become more proficient in the

language (Jacobs & Farrell, 2001). Due to the fact that these tactics enable

students to take charge of their education and attain higher results, their

significance has been acknowledged more and more in educational research.

 It has been demonstrated that self-regulated learning techniques are

beneficial in enhancing the language skills of students in general, particularly

their ability to listen. However, many learners do not know how to employ

these tactics well, many students find it difficult to apply them to improve

their English listening skills.

The need for fluency in English listening skills has grown in recent years,

especially for EFL/ESL students who want to progress in their academic

and professional careers in a world that is becoming more and more

globalized. This quantitative study provides to the amount of knowledge

already available on language acquisition by examining the frequently

overlooked connection between self-regulated learning and listening

proficiency in EFL/ESL circumstances. Thus, the present study seek to

the methods for enhancing self-regulated learning strategies on the

development of English listening skills among EFL and ESL students.

II. Literature view

2.1. Definition

2.1.1. Listening skills

Listening is defined as "To pay attention to somebody/something that you can hear,

heed what someone says in order to act on their advice or give them credence" by

Oxford Advanced Learners Dictionary in Dhamarullah (2015: 31). The listening

exercises cultivate an extensive range of hearing in depth and deriving meaning

from context. Completing a real-world task while listening is frequently required for

these activities. Examples of such tasks include taking notes on phone messages,

song lyrics, or missing words in completed items. There are both scripted and

unscripted conversations with the normal pauses, hesitations, and interruptions that

come with genuine speaking on the recordings included on the class cassettes.

The features of spoken language (external) or the listeners themselves (internal)

might cause listening difficulties. In addition to the internal issues that learners face,

there are external issues arising from the speech itself. The distinctive qualities of

spoken English set it apart from written English. For ESL and EFL learners, these

traits can be challenging if they are unfamiliar with them. It's essential that learners

understand and get adapted to these traits

2.1.2. Self-regulated learning

Self-regulated learning (SRL) is the process by which students actively oversee

their own education by establishing objectives, keeping track of their progress, and

modifying their tactics and behaviors to meet those objectives. Planning and

establishing objectives for learning tasks, keeping an eye on performance and

advancement, controlling motivation and behavior, and thinking back on results and

ways to improve are all included in this. By putting an emphasis on the learner's

autonomy and active participation in the process, SRL empowers students to take

ownership of their education and succeed academically. To fulfill this objective,

educators must impart the necessary knowledge, abilities, and techniques for their

students. Students should be adept at using these techniques. Since Zimmerman first
proposed self-regulated learning theory in the 1980s, educators and academics have

found it to be useful. Because learning environments necessitate optimal self-

regulation skills, self-regulated learning (SRL) is important.

2.2. Studies on SRL in language learning

Aisah Apridayani (2022) conducted this study to show the use of SRL methods

differed significantly between the B1 group and the groups at the A1, A2, and B2

levels in Thailand. Participants in the study were second-year Thai university

undergraduates who were not majoring in English. There were 152 students that

participated in total (19.7% male, 78.3% female). They were chosen using

purposive and random sampling techniques, and they were enrolled in twelve

different university schools. The current study used a quantitative research

methodology to investigate how students use SRL methods in relation to their

English language ability. Furthermore, two main instruments are used in the

investigation. First, English Proficiency Test, which the Common European

Framework of Reference for Languages (CEFR) and Classical Test Theory (CTT)

were consulted in the test's design. Second, Self-Regulated Learning Strategies

Questionnaire (SRLSQ), which included thirty items with a five-point Likert scale

that examined the application of seven SRL strategies.

The results showed that patterns of SRL Strategies by English Proficiency Level:

A1,A2,B1.B2 students. The One-Way ANOVA results showed that there was not

much of a difference between the A1 and A2 groups' employment of SRL methods.

Additionally, there was no discernible difference in the B1 group's English

competence when compared to the A1, A2, and B2 groups. Finally, Pearson
correlation analysis showed that there was a significant negative relationship

between students’ SRL strategies and their English proficiency. Examining the SRL

methods used by Thai EFL students with varying levels of English proficiency in

the CEFR and analyzing the correlation between their English competency and their

SRL strategies were the main objectives of this study. It found that Goal Setting and

Planning was the most commonly employed by students at all four English

proficiency levels: A1, A2, B1, and B2. The next finding revealed no significant

difference in SRL strategies use between A1 and A2 students. The final result

showed a statistically significant inverse link between students' English competency

and their SRL tactics.

Despite careful planning, this study has some limitations. This study was restricted

to examining the self-regulated learning (SRL) mechanisms used by EFL students at

one Thai university. The study's findings could or might not apply to EFL students

in different settings. The quantity of participants is the subject of the following

restriction. If more students had been enrolled in each English skill level, different

outcomes might have been obtained. Lastly, this study admits that the researcher

may have been able to delve deeper into students' individual experiences with their

use of SRL strategies and the relationship to the development of their English

proficiency if they had included qualitative data from student focus groups and

individual interviews. In particular, it is advised that future research look into how

well students employ SRL techniques.

 Azizah Mohd Zahidi, Sy Ing Ong (2023) conducted this study to explore the

relationship between the participants' self-efficacy views, use of SRL methods,

success in learning English as a second language and also describes the self-efficacy

beliefs and usage of SRL tactics of five ESL undergraduates in Malaysia. Five first-

year undergraduate students learning English as a second language (ESL)

participated in this study. Participants ranged in age from 19 to 25 years; there were

three men and two women. They were from diverse origins; four were from rural

areas and two lived in cities.

Furthermore, the research employed a qualitative case study approach within an

interpretivist paradigm. Multiple methods for gathering data were used, such as

document analysis, semi-structured interviews, and classroom observations. The

Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich and De Groot

(1990) and the ESL Self-Efficacy Questionnaire by Chuang and Pape (2005) served

as the foundation for the development of the interview questions. The results of the

study emphasize the influence of self-efficacy on the effort and performance of

language learners, which is consistent with earlier research by Marisa and Zaiyana

(2019) that found a relationship between self-efficacy and TOEFL performance.

Three types of self-regulated learning techniques were identified: managing

emotions, cognitive and metacognitive strategies, and resource management.

The research has certain limitations due to its focus on participants from one public

research university, its conclusions cannot be applied to other undergraduate

students at other Malaysian universities, such as those that are private and where

English is a common language. The three main ethnic groups of Malaysia, the
Malays, Chinese, and Indians may differ from one another in terms of self-

regulation. However, this study did not examine the cultural influences on the

students' self-efficacy and self-regulation. Nez (2017) found that self-regulation and

accomplishment motivating attitudes change to considerable extents according to

culture.

2.3. The relationship between self-regulated learning and listening

performance

In order to examine whether SRL could be associated with the EFL learners’

listening ability and also to find out whether gender and language proficiency have

an effect on language learners’ self-regulatory behaviors, Ngo Cong Lem (2019)

conducted this study, which included 38 English-major students (82% females),

aged around 20 years old, studying at a university in the central region in Vietnam.

This is a quantitative study that uses a survey approach to collect data, the

Motivated Strategies for Learning Questionnaire (MSLQ). The questionnaire was

made available online via Google Form. Moreover, this study used two main

instruments for data collection. First, Listening Comprehension test, which assessed

participants' L2 listening ability. It consisted of a listening subtest with 18 questions

extracted from the Skills for First Certificate Book published by Macmillan

Publisher Limited in 2007.Second, Motivated Strategies for Learning Questionnaire

(MSLQ), which assessed learners' self-regulated learning (SRL) strategies. The

study adopted a portion of the MSLQ developed by Pintrich, Smith, Garcia, and

McKeachie (1991) to probe into learners' SRL strategies. The data was analyzed

using descriptive statistics, Pearson correlation, and two-way MANOVA.

 The results showed a number of findings. First of all, the research question is

concerned with the extent to which the Vietnamese EFL participants exercised SRL

for learning L2 listening skill. Secondly, this research investigates the relationship

between SRL and L2 listening performance. The third major finding from this study

is that there was neither gender nor ability effect on the participants’ SRL.

There are certain limitations to the current study. First, the small sample size of this

study means that extra care should be used when extending the findings.

Afterwards, as the MSLQ questionnaire was the only tool used to assess the

participants' SRL, a self-report tool, possible bias, or incorrect participant

assessment could have existed. The current research adopted a part of FCE listening

test with 18 questions only and thus may not have captured all aspects of the

participants’ listening competence. Future studies could employ a more

comprehensive listening exam to give a more accurate evaluation of participants' L2

listening skills proficiency. To improve our comprehension of SRL practice in the

context of EFL and to guide educational practice, more study is necessary.

Yuah V.Chon, Tacksoo Shinb (2019) conducted a study to theorize and validate

intraindividual differences in the patterns of students' motivational-metacognitive

profiles in reference to their listening ability based on previous person-centered

studies in South Korea. The participants were 312 middle school students learning

English as a Foreign Language (EFL) in the context of South Korea (hereafter

Korea or Korean) aged ranged from 14 to 16. Confirmatory Factor Analysis (CFA)
and Latent Class Analysis (LCA) are the two main quantitative research methods

used in this study. There were several type of questionnaire. First, the

Metacognitive Awareness Listening Questionnaire (MALQ) was used to assess

learners' metacognitive awareness (MA), which consists of 21 items mapping.

Secondly, the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989)

was used to look at latent class membership of the learners' AcM, which included

twenty items from the questionnaire divided into five categories of regulation (four

items for each subscale). Finally, the learners' L2 listening proficiency was

evaluated using the Seoul Dongbu District Office of Education's L2 listening

proficiency test, each test had a total of twenty items. The study's findings

suggested that there are variations within individuals in the motivation and

metacognitive awareness patterns of students. The results provided evidence for the

presence of four categories of self-regulated learners that could be distinguished

based on their motivational-metacognitive profiles: Amotivated -Translators,

Externally Motivated-Don't do much Planning or Evaluation, Introjected -Totally

Alert, High Autonomous Motivation-Achievement Strategists.

The variables being examined in this study limit the claims that can be made. First

of all, this study did not include some learner characteristics, like working memory

capacity (Juffs & Harrington, 2011), auditory discrimination ability (Field, 2010;

Vandergrift & Baker, 2015), and L2 vocabulary knowledge (Staehr,2009; van

Zeeland & Schmitt, 2012). Second, the language and competence level under

investigation—that is, English in an EFL context and the learners' level of L2

competency is the only one for which our results are applicable. Third, the
information gathered in the Korean study forms the basis for the four suggested

motivational kinds. Finally, the current study was unable to examine the evolution

or stability of the motivational-metacognitive profiles of L2 learners over time

because it employed a cross-sectional method to analyze the learners' profiles.

Researchers are urged to examine diverse learner characteristics in different

contexts by using latent class analysis more frequently as a method.

To examine the metacogntive awareness of listening strategies and the self-

regulated learning among Taiwanese college students and also explore the

relationship between metacogntive awareness of listening strategies and the self-

regulated learning. Ching-Ying Lin, Xin-Ni Gan (2014) carried out a study in

Taiwan, which comprised 60 Taiwanese EFL learners in a college with the age

ranged from 19-20 years. These participants came from two classes and they were

all English majors. This is a survey study, focusing on quantitative research design.

Moreover, there were two types of questionnaires employed in the study. Firstly, a

Metacognitive Awareness of Foreign Language Listening Questionnaire

(MAELLQ) was to explore the participants’ metacognitive awareness in English

listening, containing 30 items were involved in the MAELLQ. Secondly, a Self-

Regulatory Capacity in Language Learning (SRClang) was to measure participants’

self-regulated learning and it was adapted from Lin’s (2009) study, including 33

items.
 The major findings were, first, the metacognitive strategies were frequently used

and the metacognitive knowledge were least used in the metacognitive awareness of

listening; secondly, the students hold a moderate awareness of their self-regulated

learning. Finally, the listeners’ metacognitive awareness was closely linked to their

self-regulated learning. The data collected from the survey were analyzed using the

Statistical Package for Social Science (SPSS), which provided descriptive statistics

for the variables in question. Additionally, a Pearson Correlation Coefficient was

used to examine the relationship between Metacognitive Awareness of Listening

and Self-Regulatory Capacity in Language Learning. The findings revealed several

results. The first research question was to explore the metacognitive awareness of

listening strategies used by college students in Taiwan. The second research

question was to investigate the frequency of self-regulated learning used by college

students in Taiwan. The third research question was to examine the correlation

between the use of listening strategies and self-regulated learning by college

students in Taiwan.

In addition, only Taiwanese college English majors made up the study sample,

which would limit the extent that the results can be applied to other populations.

Further studies could examine the effects of various instructional strategies and

settings on the connection between self-regulated learning and metacognitive

awareness of listening.

III. Conclusion
The results of this study have shown how applying self-regulated learning (SRL)

techniques can have a major impact on EFL/ESL students' ability to increase their

English listening skills. The results show that including SRL strategies like goal-

setting, self-monitoring, and self-evaluation can significantly improve students'

comprehension and retention of English-language content.

The study's findings show that students who got SRL training performed better on

listening comprehension tests than their peers in the control group. This shows that

students' listening outcomes were enhanced by the explicit teaching and application

of SRL tactics, which enabled them to approach language learning in a more active

and independent approach.

Additionally, it was shown through interviews and reflections how motivated and

enthusiastic the students were to master English listening skills. When completing

English listening tasks, the participants reported feeling more self-sufficient,

managing their time better, and applying metacognitive techniques more

successfully.

The finding of this research have significant ramifications for legislators and

language teachers. EFL/ESL programs can give students the tools they need to

become more autonomous and successful language learners by implementing SRL-

focused instructional approaches into the curriculum. Consequently, this may result

in an improvement in the mastery of fundamental language abilities, such as

listening comprehension, a crucial facet of successful communication.

As a result, there is strong evidence from this study supporting the use of self-

regulated learning techniques in the instruction of English listening skills. Educators

can support the development of lifetime learning abilities and ultimately improve

the overall language competency of EFL/ESL students by enabling students to take

a more proactive and self-directed approach to their language study.

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