Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis

Abstract

Metacognitive awareness (MA) and academic motivation (AcM) play an important role in self-regulated learning (SRL). However, little is known about the different profiles of self-regulated learners in EFL (English as a Foreign Language) middle schools who are trying to improve their second language listening skills. The aim of the study was to theorize and confirm intraindividual differences in the patterns of students' motivational-metacognitive profiles in reference to their listening ability based on previous person-centered studies. Questionnaires for MA and AcM were administered with 312 Korean middle school learners of English from intact classes after a listening test had been administered. A person-centered approach through latent class analyses revealed four cluster solutions. They were identified as the 1) "Amotivated-Translators" 2) "Externally Motivated-Don't do much Planning or Evaluation" Group, 3) "Introjected-Totally Alert" Group, and 4) "High Autonomous Motivation-Achievement Strategists" that ranged from the lowest to the highest listening scores. The present study provides a confirmation on the different types of self-regulated learners to provide theoretical underpinnings for demonstrating how learners' motivational-metacognitive profiles may operate as a cluster for successful L2 listening.