L2 listening development within an informal digital learning of English listening (IDLEL) context

This dataset first includes questionnaire data collected from Chinese undergraduate EFL learners (aged 18-21) on self-regulated L2 listening (N = 523), listening anxiety (N = 427), and listening self-efficacy (N = 435). These data were used to conduct confirmatory factor analyses (CFA) to validate the latent constructs of the three questionnaires. Additionally, to explore the relationships among self-regulation, self-efficacy, listening anxiety, L2 listening proficiency, and IDLEL engagement (i.e., frequency, duration, diversity, and strategy use), another group of English-major EFL learners (N= 130, aged 18-20) were recruited. The collected data includes: 1) participants’ L2 listening proficiency, assessed through listening comprehension tests administered at the pretest (Week 1, N = 130), post-test (Week 6, N = 91), and delayed post-test (Week 19, N = 60); 2) participants’ pretest (N = 130) and post-test (N = 91) responses to Likert-scale questionnaire items on listening self-regulation, listening anxiety, and listening self-efficacy; 3) participants’ weekly (N = 91)records in E-logs from Week 2 to Week 5, documenting the diversity, frequency, and duration of their engagement in IDLEL activities, as well as the strategies used during those activities.