The Impact of Listening Strategy-Based Instruction on Self-Efficacy, Motivation, Self-Regulation and L2 Listening Comprehension in Saudi Mixed-Ability University Classrooms

To address this, Spearman’s rank-order correlation analyses were conducted separately for the control and experimental groups at two time points (Time 1 and Time 2). Each variable was measured using separate questionnaires, and where variables contained subscales, aggregated scores were computed.

Because self-efficacy was measured on a 5-point Likert scale while motivation and self-regulation were measured on a 6-point Likert scale, the self-efficacy data were rescaled to ensure comparability across variables. The hypotheses for Research Question 2 were: Null Hypothesis (H₀): There is no significant correlation among Motivation, Self-Regulation, and Self-Efficacy in the control and experimental groups at all time points.