The Effects of Self-Regulated Learning on EFL “Listening Comprehension”, Metacognitive Awareness, and Motivation: Evidence from Chinese High School Classrooms

Abstract

This research examines how “Self-Regulated Learning” (SRL) is associated with EFL “listening comprehension”, “metacognitive awareness”, and motivation among Chinese high school students. Based on “Self-Regulated Learning” Theory and Social Cognitive Theory, the study used a quantitative, cross-sectional correlational design to examine relationships among the variables. Data were collected from 300 Chinese high school students using a structured questionnaire measuring SRL, “listening comprehension”, “metacognitive awareness”, and motivation. Data collected were analysed with descriptive statistics, reliability analysis, Pearson correlation and simple linear regression with IBM SPSS statistics. The results showed that internal consistency among all measurement scales was strong with Cronbach’s alpha values ranging from .734 to .908, exceeding the .70 threshold. Regression models showed significant positive associations between SRL and EFL “listening comprehension”, “metacognitive awareness” and motivation. SRL explained 83.8%, 84.6% and 80.3% of the variance in “listening comprehension”, “metacognitive awareness” and motivation, respectively. The Pearson correlation was further used to affirm the existence of strong positive correlations between all the variables. The outcomes indicate that students who plan, monitor and assess their learning processes tend to report stronger “listening comprehension”, greater awareness of listening strategies and higher motivation in EFL classrooms. The paper supports incorporating SRL strategies into English-listening instruction to promote learner autonomy and academic engagement. The results add to the literature on SRL in EFL settings and offer practical implications for teachers, curriculum designers and policymakers seeking to support listening development in Chinese high schools.