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

Abstract 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.