Development and Validation of a Self-Regulated Learning Strategies Measure in Listening among Chinese University EFL Learners

Abstract

This study developed and validated a context-appropriate scale to assess self-regulated learning strategies for EFL listening among Chinese tertiary learners. Grounded in SRL theory and language strategy frameworks, the instrument foregrounded listening-related affect regulation and incorporated insights from prior Chinese EFL research on anxiety regulation to enhance contextual relevance. Following expert review and iterative refinement, the scale was pilot-tested with a large sample of first-year undergraduates. Using a split-sample EFA–CFA validation design, the analyses supported a stable four-factor structure, resulting in a final 23-item SRLSS comprising Social, Motivational, Affective, and Cognitive Strategies. The model showed adequate fit, and the scale demonstrated satisfactory internal consistency along with initial construct validity evidence based on internal structure and reliability indicators. Overall, the SRLSS provides an acceptable and listening-specific tool for profiling how Chinese tertiary EFL learners regulate listening comprehension and listening related anxiety. Future research is recommended to further strengthen the validity argument through longitudinal stability, measurement invariance, and external criterion validation.