The use of self-regulated learning strategies of low proficiency ELF learners in a collaborative listening task

This study explores the use of Self-Regulated Learning (SRL) strategies in enhancing self-directed learning through collaborative listening tasks, specifically for Thai students with low English proficiency. The participants are 4 undergraduate students who face significant challenges in listening comprehension, worsened by low self-esteem and high anxiety. Employing qualitative methods—focus group interviews, individual interviews, participant reports, and video-recorded observations—this research attempts to answer the question: "How do SRL strategies help address listening comprehension issues among Thai students with low English proficiency?" The SRL framework used includes four stages: task definition, goal setting and planning, strategy enactment, and metacognitive adaptation.
Findings indicate that SRL strategies significantly enhance listening comprehension and promote self-directed learning. Incorporating SRL strategies into collaborative tasks fosters a supportive learning environment, reduces anxiety, and enhances comprehension. Aspects of self-directed learning that emerged from the data include increased autonomy, proactive engagement, and reflective practices. Learners took initiative in setting personal learning goals and selecting strategies, actively participated in discussions and collaborative activities, and evaluated their own learning processes and outcomes. The research identifies effective SRL practices such as collaborative goal setting, mutual strategy sharing, and collective reflection, and discusses their impact on learners' engagement and understanding based on the data. The collaborative use of SRL strategies aids in task comprehension, goal setting, and adaptive learning processes, ultimately helping learners manage listening challenges and improve their overall listening skills. The implications of the study include practical insights for educators on integrating SRL strategies into collaborative learning environments to support low-proficiency learners. This approach can enhance learners' listening abilities, reduce their anxiety, and promote a more supportive and effective learning experience.