METADATA
Title: The Effectiveness of Zimmerman's Self-Regulated Learning Model on Listening Comprehension: A Quasi-Experimental Study with Jordanian EFL Undergraduates
Vol. 14(2), 2026, pp. 30-51.
DOI: https://doi.org/10.46687/QALJ2568
Author: Rabab Ahmad Mizher
About the author: Rabab Ahmad Mizher is an associate professor at the Department of English Language and Literature, Al-Balqa Applied University (Jordan). She received her PhD in TEFL from Yarmouk University, and her MA in Translation and BA in English Language and Literature from the University of Jordan. Her areas of research are in intelligent computer-assisted language learning (ICALL), TEFL, translation studies, contrastive studies, and teaching translation.
E-mail: rabab_mizher@bau.edu.jo
ORCID iD: https://orcid.org/0000-0003-0351-0105
Link: http://silc.fhn-shu.com/issues/2026-2/SILC_2026_Vol_14_Issue_2_030-051_22.pdf
Citation (APA): Mizher, R. A. (2026). The Effectiveness of Zimmerman's Self-Regulated Learning Model on Listening Comprehension: A Quasi-Experimental Study with Jordanian EFL Undergraduates. Studies in Linguistics, Culture, and FLT, 14(2), 30-51. https://doi.org/10.46687/QALJ2568
Abstract: Though listening comprehension remains one of the most challenging skills for EFL learners, there is relatively limited research on self-regulated learning (SRL) practices in listening, particularly within Jordanian EFL undergraduate context. Thus, based on Zimmerman’s (2000) three-phase model of self-regulated learning (SRL) (forethought, performance control, and self-reflection), this study investigates the effectiveness of SRL practices on EFL listening comprehension. The researcher employed a quasi-experimental one-group pretest-posttest design over two months on 34 first-year English majors at Al-Balqa Applied University - Jordan. The EFL learners were engaged in SRL-based listening practices including goal setting and planning strategies (forethought), monitoring strategy use and concentration during listening tasks (performance control) and assessment of progress to modify subsequent learning (self-reflection). A paired-t-test indicated a statistically significant improvement from the pretest to the posttest (p < .05) with a large effect size (Cohen’s d = 1.04). The learners who were engaged in self-regulated learning practices demonstrated noticeable gains in identifying relationship between ideas and listening for specific information. This study contributes to the state of art of language learning and suggests that explicit SRL instruction can enhance EFL listening performance and offer practical implications for listening pedagogy in similar contexts.
Keywords: self-regulated learning, listening skill, EFL learners, autonomous learner, Zimmerman’s model
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