The predictive effects of motivational beliefs on listening strategy use: A structural equation modeling approach

Relatively few studies have explored the factors influencing the use of listening strategies despite a growing recognition of their importance in L2 listening comprehension. This study applies the expectancy-value theory to investigate whether motivational beliefs (i.e., listening anxiety, intrinsic motivation, extrinsic motivation, and listening self-efficacy) can invariably predict different levels of listening strategic processing among Chinese tertiary English learners. Responses to a questionnaire solicited from 237 students were analyzed using a structural equation modeling approach. The results provided evidence of the positive effects of intrinsic motivation and listening self-efficacy on English as a foreign language (EFL) learners' exploitation of top-down and bottom-up strategies. However, extrinsic motivation only had a positive effect on the use of bottom-up strategies, and listening anxiety only had a negative effect on the use of top-down strategies. These findings revealed the different predictive effects of motivational beliefs on listening strategy use. The paper concludes with pedagogical implications for listening instruction.