Self-Regulated learning in advanced listening skills: Perceptions of English-Majored students at HUFLIT

Tóm tắt

Listening skills are considered one of the most challenging English language skills that many language learners find difficult to learn, thus it needs rigorous practice sessions conducted daily for gradual development. Enhancing listening skills is an essential task that every language learner needs to approach and accomplish, as it is one of the criteria that could be measured to evaluate their language proficiency. Regarding some learning strategies, Self-regulated Learning (SRL) has been considered as effective way that could help students learn better ([3], [4], [7], [13], [25], [27], [29], [42] …). Therefore, this study, employing a mixed-methods research design, aims to investigate the perceptions of 80 English-majored students in the Advanced Language Skills Class at HUFLIT for 6 weeks. Quantitative and qualitative data were collected through questionnaires, reflective journals, and semi-structured interviews. The results revealed that students utilizing SRL strategies had positive attitudes, motivations, and behaviors toward their learning of Listening Skills. Besides, the students who managed metacognitive strategies better were likely more aware of their strengths and weaknesses in their learning. Finally, the students who self-regulated productively felt more confident in learning Listening Skills and gradually gained better performance in listening class meetings.