A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China

Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data 316 collected the beginning, midterm, and end of their semester after entering an EMI transnational southeast China. The analysis questionnaire responses revealed significant variations students’ listening strategies over time, with decrease deep processing cognitive midterm when difficulty increased. Conversely, two types metacognitive (problem solving, plan evaluation) increased significantly during second half semester. Informed by Zimmerman’s (2000) social self-regulated learning (SRL) model, thematic semi-structured interviews 34 participants that generally developed more top-down approach focusing on became selective strategic self-regulatory processes “watershed” moment. Results highlight importance structured topic knowledge curriculum design necessity strategy training support programs.