Data underlying the research of The Influence of Meta-cognitive Listening Strategies on Listening Performance in the MALL：The Mediation Effect of Learning Style and Self-Efficacy

The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students' English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive listening strategy to explore the mediation role of learning style and self-efficacy in the relationship with listening performance.In this study, 632 Chinese university students participated in a survey and completed electronic questionnaires on MALQ (Meta-cognitive Awareness of Listening Questionnaire), PLSPQ (Perceptual Learning Style Preference Questionnaire), and GSE (General Self-Efficacy Scale). The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that students’ listening strategy directly and positively predicted their English listening performance. Moreover, students’ listening performance was fully mediated by learning style and self-efficacy. After discussing these findings, suggestions as well as limitations for future studies will be given.The findings of this study are expected to contribute to a better understanding of the factors that may affect EFL students' English listening comprehension and inform instructional practices in the EFL classroom. Specifically, the results of this study may suggest the use of teaching strategies tailored to individual learning styles and the adoption of measures to improve self-efficacy of EFL students. Ultimately, the goal of this research is to improve EFL students' English listening comprehension skills and enhance their overall language proficiency.

对于作为外语的英语（English as a Foreign Language，EFL）非母语学习者而言，英语听力理解能力是一项必备技能。已有研究表明，诸多因素会影响EFL学习者的英语听力理解水平，其中包括学习者在听力活动中所采用的听力策略。因此，本研究以元认知听力策略（meta-cognitive listening strategy）为切入点，探究学习风格与自我效能感在听力策略与听力成绩之间关系中的中介作用。本研究共招募632名中国高校学生参与问卷调查，受试者完成了三份电子问卷：元认知听力意识问卷（Meta-cognitive Awareness of Listening Questionnaire，MALQ）、感知学习风格偏好问卷（Perceptual Learning Style Preference Questionnaire，PLSPQ）以及一般自我效能感量表（General Self-Efficacy Scale，GSE）。本研究采用AMOS统计软件与结构方程模型（structural equation modeling，SEM）技术对数据进行分析。研究结果显示，学习者的听力策略对其英语听力成绩具有显著的正向直接预测作用；此外，学习风格与自我效能感在听力策略与听力成绩的关系中起到完全中介效应。在对上述研究结果进行讨论后，本研究将提出相关教学建议，并指出未来研究的局限性。本研究结果有助于深入理解影响EFL学习者英语听力理解的相关因素，并可为EFL课堂的教学实践提供参考。具体而言，本研究结果可为针对不同学习者学习风格定制教学策略，以及采取措施提升EFL学习者的自我效能感提供依据。本研究的最终目标是提升EFL学习者的英语听力理解能力，并全面增强其语言综合素养。