Effects of the Listening Strategy Self-Regulated Learning Model on Thai EFL Undergraduate Students’ Listening Comprehension
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Abstract
This study investigated the effects of the Listening Strategy Self-Regulated Model on the utilization of listening strategies among EFL undergraduate students to comprehend academic lectures. The model, which integrates listening strategies with Zimmerman’s (2000) cyclical model of self-regulation, was implemented with 21 Thai EFL undergraduate students at Khon Kaen University. Research tools included tests, questionnaires, and interviews, with data analyzed quantitatively and qualitatively. Results obtained from the questionnaire showed that participants effectively applied various listening strategies to enhance lecture comprehension, despite encountering difficulties, such as rapid speech, technical terms, and unclear passages. Test scores showed improvement in listening comprehension. Interviews revealed the use of diverse strategies across different lecture segments, including meta-cognitive planning, cognitive inferencing/guessing, practicing, and socio-affective cooperation. Recommendations include allowing more time for strategy application within self-regulated learning and encouraging personalized models for investigation of strategy usage.
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