The effects of a self-regulatory approach on the listening comprehension achievement of EFL learners

Abstract

The present study investigated the effectiveness of a self-regulatory approach on the improvement of listening comprehension ability of EFL learners. Ninety EFL Persian-speaking learners in three language centers constituted the five groups of this study being; One High-Skilled Unedited Movie Group (HUMG), one Low-Skilled Unedited Movie Group (LUMG), one High-Skilled Pedagogical Movie Group (HPMG), one Low-Skilled Pedagogical Movie Group (LPMG), and a Control Group (CG). The results of the posttest indicated that there was a significant difference between all groups, and that the treatment was considerably effective. The High and Low Skilled groups outperformed the other group being the Control Group, on the posttest. Besides, although there were no significant differences between the High and Low Skilled learners on the post test, the Low Skilled learners had the most significant improvement. The findings of this study also revealed that training language learners via unedited movies may lead to more noticeable progress compared to pedagogical movies.