The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self-Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms

Research Hypothesis and Explanation of Attached Data

Research Question 2 examined the relationships between self-efficacy for L2 listening, self-regulation, and L2 listening motivation at all test times. To address this, Spearman’s rank-order correlation analyses were conducted separately for the control and experimental groups at two time points (Time 1 and Time 2). Each variable was measured using separate questionnaires, and where variables contained subscales, aggregated scores were computed. Because self-efficacy was measured on a 5-point Likert scale while motivation and self-regulation were measured on a 6-point Likert scale, the self-efficacy data were rescaled to ensure comparability across variables.

The hypotheses for Research Question 2 were:

Null Hypothesis (H₀): There is no significant correlation among Motivation, Self-Regulation, and Self-Efficacy in the control and experimental groups at all time points.

Alternative Hypothesis (H₁): There are significant correlations among Motivation, Self-Regulation, and Self-Efficacy in the control and experimental groups at all time points.

Attached Data
The attached file provides only the Pearson correlation matrices among the five listening strategies (Directed Attention, Mental Translation, Person Knowledge, Planning and Evaluation, Problem Solving) and the listening proficiency measure. These tables show the correlation coefficients for both the control and experimental groups at Time 1 and Time 2.