Enhancing Learning Outcomes through Self-Regulated Learning: A Study of Listening Comprehension, Motivation, and Metacognitive Awareness

Xiaoshuang Yu

Department of Language and Literacy Education, Faculty of Education, Universiti Malaya, 50603, Kuala Lumpur, Malaysia

Juliana Othman

Department of Language and Literacy Education, Faculty of Education, Universiti Malaya, 50603, Kuala Lumpur, Malaysia

Yueh Yea Lo

Department of Language and Literacy Education, Faculty of Education, Universiti Malaya, 50603, Kuala Lumpur, Malaysia

Abstract

Listening comprehension represents a fundamental component of language acquisition and is influenced by learners’ ability to regulate their learning strategies, sustain motivation, and develop metacognitive awareness. This study examined the influence of self-regulated learning on listening comprehension while also investigating the mediating roles of motivation and metacognitive awareness. Adopting a quantitative, cross-sectional, correlational research design, the study collected data from 250 EFL/ESL learners through a structured questionnaire. Mediation analysis was conducted using SPSS PROCESS Model 4. The findings revealed strong positive relationships between self-regulated learning and listening comprehension (r = .830), motivation and listening comprehension (r = .851), and metacognitive awareness and listening comprehension (r = .847). Furthermore, the mediation analysis supported a partial mediation model, demonstrating statistically significant indirect effects through both motivation (? = .2470; p < 0.01) and metacognitive awareness (? = .2926; p < 0.01). These results indicate that self-regulated learning contributes to improved listening comprehension not only through its direct influence but also by strengthening learners’ motivation and metacognitive awareness. The findings emphasise the value of strategy-oriented listening instruction and highlight the importance of fostering learner autonomy to cultivate independent and effective listeners. Nevertheless, the cross-sectional nature of the research limits the ability to establish causal relationships.

Self-Regulated Learning; Listening Comprehension; Motivation; Metacognitive Awareness; EFL/ESL Learners