The impact of technology-enhanced language learning applications on listening performance and self-regulation among Thai vocational school students

This mixed-methods study investigated on the impact of a technology-enhanced language learning application, which integrated with experimental conditions, on the listening performance and self-regulation of Thai vocational school students. The participants were 26 female students. A quasi-experimental one-group pre-test and post-test design was used over an eight-week intervention period. The Data were collected through a listening test and self-regulation questionnaire. Semi-structured interview was conducted to support the finding. The quantitative results demonstrated a statistically significant improvement in the students' listening performance from pre-test (M = 12.92) to post-test (M = 14.92), t(25) = -4.109, p < .001. This highlighted the effectiveness of multimodal input in TELL in enhancing comprehension. However, the intervention did not show a statistically significant change in self-regulation scores (p > .400).Despite the quantitative result, qualitative findings indicated that students actively used the application to engage in a cyclical self-regulated learning (SRL) process, including goal setting, strategic planning, performance monitoring, and self-reflection. This suggested TELL acted as a strong booster for self-regulation behaviors. The study concludes that multimodal TELL is highly effective for boosting L2 listening performance in vocational settings. It also suggests that, while technology encourages SRL practices, a longer intervention or more explicit metacognitive instruction may be required to produce measurable growth in self-regulation.