Effects of Personalized Learning Approach (PLA) on EFL Learners’ Listening Comprehension and Motivations
DOI:
https://doi.org/10.20372/star.V14.i2.14Keywords:
Listening, Listening Comprehension, Extrinsic Motivation, personalized learning approachAbstract
This study aimed to investigate how PLA affected the listening comprehension and motivations of grade 11 EFL students, with listening motivation as a mediating variable. The researchers used a quantitative, quasi-experimental approach. Participants with comparable results were chosen from nine sections, and 52 were randomly assigned to each group, one as the experimental group and the other as the control group. While the control group received conventional instructions, the experimental groups used PLA to learn. A motivation questionnaire and a listening test were utilized to gather data. The data was then analyzed using structural equation modeling and the independent sample t-test. The experimental group was shown to have a direct and substantial difference in listening comprehension posttest scores (B=1.696, CR=5.230(>+1.96), P<.0.5). Furthermore, the experimental group's listening motivations posttest scores were significantly impacted by the PLA in comparison to the control group (B = .329, CR = 3.022 (> ± 1.96), p < .05). According to the results, the experimental group's increased listening motivation partially mediated the PLA's positive impact on their listening comprehension posttest scores (β = .369, CR = 2.145 (>±1.96), p < .05).
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