Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language

This study aimed to explore what navigating strategies L2 learners use during listening in a self-regulated mobile learning environment and whether or not metacognitive awareness about mobile-assisted correlated text recall, incidental vocabulary duration when regulated their listening. Learners with low-level proficiency were randomly assigned an experimental group where they allowed control the process through audio tools that was such control. Both groups listened 13.56-minute-long story on phone. Before listening, Metacognitive Awareness Listening Questionnaire (MALQ) administered. After participants given recall task unannounced tests. The results indicated who regulate preferred global analytical equally first while tended utilize second findings did show any advantages of self-regulation for either learning. Finally, different patterns relationships observed between learners’ reported strategy scores as well amount time spent