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Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies

  • Sihan Zhou ORCID logo EMAIL logo , Barry Bai ORCID logo and Yuanyue Hao ORCID logo
Published/Copyright: October 19, 2023
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 63 Issue 1

Abstract

Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what key learner variables affect their strategic choices. This study focuses on students’ use of metacognitive listening strategies during EMI lectures, and explores how their strategic preferences differ across three groups of English listening proficiency and are influenced by motivational beliefs of self-efficacy, goal orientation, and task value. Results of ANOVA tests and Structural Equation Modeling (SEM) analysis of students’ questionnaire responses (N = 412) revealed significant variations in strategy types across different proficiency levels. Although students were found to be highly motivated by extrinsic goals and utility-based task values, these motivational beliefs failed to significantly predict any metacognitive strategy use. Both intrinsic learning goals and self-efficacy significantly predicted the use of directed attention, problem solving, and plan-evaluation strategies, highlighting the pedagogical needs to foster these motivational beliefs of students in EMI university programs to help them become strategic and independent listeners in academic lectures.

Keywords: English medium instruction (EMI); metacognitive listening strategy; listening proficiency; self-efficacy; goal orientation; task value
Corresponding author: Sihan Zhou, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China, E-mail:

Funding source: Direct Grant, The Chinese University of Hong Kong

Award Identifier / Grant number: 4058098

Funding source: The Chinese University of Hong Kong

Appendix: Descriptive statistics and factor loadings for the questionnaire items.

Constructs Items M SD Loadings α
Intrinsic goal In an EMI lecture, I prefer topic that arouses my curiosity, even if it is difficult to understand. 4.58 0.98 0.694 0.675
The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible. 4.60 1.00 0.636
When I have the opportunity in EMI courses, I choose course assignments that I can learn from even if they don’t guarantee a good grade. 4.42 1.05 0.593
Extrinsic goal Getting a good grade in EMI courses is the most satisfying thing for me right now. 4.25 1.07 0.462 0.671
If I can, I want to get better grades in EMI courses than most of the other students. 4.84 0.98 0.957
I want to do well in EMI courses because it is important to show my ability to my family, friends, employer, or others. 4.45 1.14 0.532
Task value It is important for me to learn subject knowledge through English. 4.74 0.96 0.701 0.773
I think learning subject knowledge through English is useful for me. 4.95 0.88 0.818
Understanding the subject matter of EMI courses is very important to me. 5.06 0.85 0.686
Self-efficacy I have listening skills to enhance my understanding in EMI classes. 54.04 21.66 0.846 0.948
I can learn to improve my listening skills for EMI classes in my own way. 58.03 20.72 0.866
I can understand the details of EMI lectures. 51.51 20.68 0.849
I can understand teachers’ talk in EMI classes better than other students. 48.70 22.19 0.940
I can learn English effectively to improve my English listening skills. 53.66 21.54 0.872
I can learn to improve my English listening skills more creatively than others students. 47.49 23.05 0.818
Problem solving As I listen to EMI lectures, I compare what I understand with what I know about the topic. 4.29 0.94 0.687 0.799
I use my experience and knowledge to help me understand. 4.36 0.88 0.697
Before I listen to EMI lectures, I think of similar topics I have listened to. 4.14 0.95 0.650
I use the general idea of the lesson to help me guess the words I don’t understand. 4.30 0.92 0.585
When I guess the meaning of the word, I think back to what I have heard to see if my guess makes sense. 4.30 0.85 0.639
Plan-evaluation Before I start to listen, I have a plan in my head for how I am going to listen. 3.18 1.03 0.574 0.654
As I listen to EMI lectures, I periodically ask myself if I am satisfied with my level of comprehension. 3.72 1.15 0.646
I have a goal in mind as I listen in EMI classes. 4.10 1.11 0.709
Directed attention I focus harder on what the teacher talks when I have trouble understanding. 4.42 0.93 0.651 0.794
When my mind wanders in EMI lectures, I recover my concentration right away. 4.11 0.99 0.843
I try to get back on track when I lose concentration. 4.52 0.90 0.789

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Received: 2023-05-28
Accepted: 2023-09-24
Published Online: 2023-10-19
Published in Print: 2025-03-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. Broadening the appliability of systemic functional linguistics
  4. Research Articles
  5. Functional linguistics in life: an embodied approach in teacher education
  6. Teaching citation to university students
  7. Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
  8. System networks as a resource in L2 writing education
  9. Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
  10. Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
  11. Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
  12. Teaching mental processes to EFL learners: a blended-learning proposal
  13. SFL as a socially accountable praxis: who and what are we working for?
  14. Regular Articles
  15. The influence of task complexity and task modality on learners’ topic and turn management
  16. Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
  17. Language pedagogies and late-life language learning proficiency
  18. The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
  19. Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
  20. Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
  21. Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
  22. Dynamic development of cohesive devices in English as a second language writing
  23. What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
  24. The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
  25. Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
  26. Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
  27. A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
  28. Fostering well-being in the university L2 classroom: the “I am an author” project
  29. How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
  30. Toward a better understanding of student engagement with peer feedback: a longitudinal study
  31. Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
  32. Are foreign language teaching enjoyment and motivation two sides of the same coin?
  33. Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
https://doi.org/10.1515/iral-2023-0106
Keywords for this article
English medium instruction (EMI); metacognitive listening strategy; listening proficiency; self-efficacy; goal orientation; task value

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. Broadening the appliability of systemic functional linguistics
  4. Research Articles
  5. Functional linguistics in life: an embodied approach in teacher education
  6. Teaching citation to university students
  7. Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
  8. System networks as a resource in L2 writing education
  9. Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
  10. Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
  11. Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
  12. Teaching mental processes to EFL learners: a blended-learning proposal
  13. SFL as a socially accountable praxis: who and what are we working for?
  14. Regular Articles
  15. The influence of task complexity and task modality on learners’ topic and turn management
  16. Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
  17. Language pedagogies and late-life language learning proficiency
  18. The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
  19. Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
  20. Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
  21. Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
  22. Dynamic development of cohesive devices in English as a second language writing
  23. What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
  24. The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
  25. Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
  26. Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
  27. A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
  28. Fostering well-being in the university L2 classroom: the “I am an author” project
  29. How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
  30. Toward a better understanding of student engagement with peer feedback: a longitudinal study
  31. Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
  32. Are foreign language teaching enjoyment and motivation two sides of the same coin?
  33. Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
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