Constructing Self-regulated Listening Learning Strategies for English Based on the New Japanese Teaching Guidelines by Using Metacognition and Self-efficacy

Abstract

This study aims to clarify a part of students’ listening processes to develop self-regulated learners of English by implementing the new teaching guidelines issued by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2019. Students’ learning journals in this report were used to observe the students learning processes. The learning journal is a diary in which students write about their study. M-GTA (Modified Grounded Theory Approach) is used to analyze students’ journal entries qualitatively. This study specially focuses on words related to metacognition and self-efficacy, subsequently linking to self-regulated learning. As a result, it was found that students were able to improve their listening strategies by implementing metacognition and self-efficacy that help them become self- regulated learners.