The Effectiveness of Using Self-Questioning Strategy in Developing Strategic Listening and Self-Regulation

The study aimed at investigating the effectiveness of using self-questioning strategy in developing strategic listening and self-regulation of female students at Taif University. It adopted the quasi-experimental design: a pre/ post-test. It incorporated (89). The researcher designed a strategic listening skills test which was based on a list of strategic listening skills prepared by the researcher. Also, a self-regulation scale was used to measure students' self-regulation adapted from (Alsowat, 2013). The most important results of the study were: There were statistically significant differences between the mean scores of the study groups in the post strategic listening skills in favor of the experimental group. Also, there were no statistically significant differences between the mean scores of the study groups in the post self-regulation skills. Finally, there was no statistically significant difference between the mean scores of the experimental group in the post strategic listening skills due to (high-low) self-regulation skills.


Strategic Listening
defined strategic listening as the process that listeners: "are aware of their listening processes, have a repertoire of listening strategies, and know which work best for them, with which listening task, are flexible in their use of strategies and will try a different strategy if the one they originally chose does not work for them, use both bottom-up and top-down strategies, and plan, monitor and evaluate before, during and after listening" (p. 7). There are two components of strategic listening: the knowledge and the use of listening strategies. When the learners have the knowledge about these strategies and the ability to use them more efficiently, they will be more confident and skillful (Movahed, 2014). According to Amin et al. (2011), listening strategy knowledge is divided into three types: 1. The first type is declarative knowledge. It means knowing about the strategies and one's repertoire, what and why of listening strategy use. 2. The second type is procedural knowledge. It means knowing how to use listening strategies successfully. 3. The third type is conditional knowledge. It means knowing when and where to use listening strategies.
The second component of strategic listening is listening strategy use. Good EFL/ESL listeners use the strategies when their listening skills fail (Amin et al., 2011). By using them, listeners will be active participants and the listening process is marked as a successful one (Richards, 2008). Strategic listening is important in: a) enhancing learning and without strategy use, the awareness of learning is impossible, b) performing specific language tasks and the selection is based on the nature of the task, and c) solving certain problems when performing the task. It has a positive impact on language learning by making learning easier, faster and enjoyable (Aguilera et al., 2016). Generally, learning strategies are categorized into three types: cognitive strategies, metacognitive strategies and socio-affective strategies. By teaching students how, when and why to use listening strategies, they will have both the skill and the knowledge to use them properly and then become strategic listeners (Amin et al., 2011).
In the view of the previous studies, it has been noted that the current study, as the best of the researcher knowledge, is the first study that designs a list of main and subskills of strategic listening while the study of Amin et al., (2011) examined the relationship between EFL students' listening comprehension skills and their strategic listening. The sample consisted of eighty female high school students randomly chosen at El-Shimaa Secondary School for Girls, Egypt. A Strategic Listening Interview, a Strategic Listening Questionnaire and a Strategic Listening Checklist with think-aloud protocol were used to measure the students' strategic listening while the listening comprehension test was used to measure their listening comprehension skills. Results showed a significant positive correlation between strategic listening and listening comprehension. Most of the existing studies on L2 listeners use qualitative research method to investigate listening strategies use and students' metacognitive awareness but no study uses a quantitative method to collect data. Moreover, the findings of the studies (e.g. An & Shi's, 2013;Movahed, 2014;Zeng, 2014;Nejad, 2015;Zarrabi's study, 2016) revealed the effectiveness of listening strategy instruction, listening strategy use and metacognitive listening strategy awareness with different learning grades, levels, and genders. Some studies showed a positive relationship between listening comprehension and listening strategy use e.g. Eslahkonha and Mall-Amiri (2014) who conducted a study to explore the correlation between Iranian TEFL learners' listening comprehension and the use of listening strategies. It was evidenced by the study that there was a correlation between the students' listening comprehension ability level and their listening strategy use, and Kassem's study (2015) that determined the listening comprehension strategies used by Egyptian EFL learners when listening to English material more frequently. The findings indicated that students used cognitive strategies more than metacognitive and socio-affective strategies, there was a significant correlation between the use of listening strategy and listening comprehension, and a significant correlation between the use of listening strategy and self-efficacy. In addition, the study of Kaya (2017) investigated the correlation between the use of listening strategies and listening proficiency, and between selfefficacy and listening proficiency. It was found that the students' listening proficiency was significantly correlated with their use of strategies. There was a significant correlation between the students' self-efficacy and their listening proficiency, and no significant correlation between the low proficiency students and their use of listening strategy, and also their self-efficacy. Pan & In'nami (2015) examined the relationship between strategy use, second language proficiency, test performance in listening assessment, and types of test task. The results showed that the planning, monitoring and evaluation, , bottom-up processing strategies, and elaboration and linguistic inference were used by advanced learners while approaches, voice and imagery inference and elaboration and top-down processing strategies were used by most of the listeners regardless their proficiency level, students used planning strategies in easier tasks, and the correlation between test scores and strategy use was weak. So, then there is a demand to conduct more studies related to strategic listening.

Self-Regulation
Self-regulation (SR) is an essential term in academic success. SR is defined as "an active, constructive process Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.8, 2020 132 whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment" (Pintrich, 2000: 453). Moreover, Zumbrunn, Tadlock and Roberts (2011: 4) defined it as "a process that assists students in managing their thoughts, behaviors, and emotions in order to successfully navigate their learning experiences". SR is important in increasing student's academic achievement (Montroy, Bowles, Skibbe & Foster, 2014;Zimmerman, 2008), improving their self-efficacy and self-satisfaction (Zimmerman, 1990;Zimmerman, 2002), fostering their life-long learning skills (Zimmerman, 2002;Zumbrunn, Tadlock & Roberts, 2011), promoting their academic motivation (Maralani, 2016;Zimmerman, 1990), enhancing their autonomy and allow them to learn independently and responsibly (Oruc & Arslan, 2016;Miedijensky & Lichtinger, 2016), and influencing their engagement, performance and success (Lichtinger & Kaplan, 2011;Zhao, 2016). It promotes different study skills such as speaking proficiency, reading comprehension and writing achievement (El-Sakka, 2016;Schunk & Zimmerman, 2007). Many researchers have proposed different models of self-regulation. These models will be presented as the following: 3.3.1 Zimmerman's Social-Cognitive Model. In this model, there are three cyclical phases: 1) forethought phase, 2) performance phase, and 3) self-reflection phase. These phases are discussed in brief. 1. Forethought phase: This phase refers to a process and beliefs that precede learning. In this phase, students are proactive agents. They are analyzing the task, setting their goals, engaging in strategic planning, modeling, and assessing their selfefficacy beliefs, intrinsic interest, goal orientation, and outcome expectations. 2. Performance phase: This phase refers to a process and beliefs that occur during learning. It facilitates self-control and self-observation of students' performance. Students employ strategies to attain their own goals and monitor the effectiveness of these strategies and their motivation. They use some techniques such as imagery, self-instruction, help seeking and environmental structuring in order to direct learning. 3. Self-reflection phase: This phase refers to a process and beliefs that occur after learning. It influences students future planning and goals. Students in this phase evaluate their performance and the outcomes of their learning, examine the level of their satisfaction with the task completion, determine whether there is a need for changes in strategies, and compare their performances with their goals. Then, the third phase (self-reflection), in turn, impact the first phase (forethought) during future learning to complete a self-regulatory cycle (Bembenutty, 2011;Zimmerman, 2002;Zimmerman, 2013). (2000) Model. In this model, there are four phases: 1) Planning, 2) Self-monitoring, 3) Control, and 4) Evaluation. These four phases depict a general sequence that students during learning. 1. Planning phase. Students are setting specific goals and objectives, activating their prior knowledge, recognizing the difficulties in the tasks, and activating their motivational beliefs and emotions. 2. Self-monitoring phase: Students are aware of their state of motivation, emotions and cognition. They are also aware of time and effort they use, the conditions of the task and their behavior. 3. Control phase: Students choose and use thought strategies such as cognitive and metacognitive strategies, motivational and emotional strategies and the strategies that are related to control the structure and atmosphere of the class, and academic tasks. 4. Evaluation phase: Students evaluate and judge the task achievement and compare it with some criteria. According to the causes of successes or failures, attributions are made. Then, there is a general assessment at the end about the task and the class environment (Eissa, 2015;Fermin & Maria, 2010).

Pintrich
In view of previous studies, it is clear that most of them revealed the effectiveness of self-regulated learning with different learning levels. The samples were high school students, university students and students with learning disability. The results of some studies confirmed the effectiveness of self-regulated learning on improving reading comprehension such as Eissa (2015) and speaking proficiency e.g. El-Sakka (2016). Abbasian and Hartoonian's study (2014) showed a positive relationship between language proficiency and self-regulated learning strategies. There was also a strong relationship between students' self-regulation and their language learning strategies in Erdogan's study (2017). In addition, there was a positive correlation between students' self-efficacy and their online self-regulation in the study of Su, Zheng, Liang and Tsai (2018). On the other hand, some research had uncertain findings of the relationship between self-regulated learning strategies and foreign language Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.8, 2020 classroom anxiety such as Martirossian and Hartoonian (2015) and between self-regulated learning and the prediction of students' GPA e.g. Çetin (2015). The current study resembles Author (2015) in investigating the effectiveness of using a strategy to improve students' self-regulation.

Questions of the Study
This study tends to answer the following major question: What is the effectiveness of using self-questioning strategy (SQS) in developing strategic listening and selfregulation of female students at Taif university? This question was divided into the following sub-questions: 1. What is the effectiveness of using self-questioning strategy (SQS) in developing strategic listening of female students at Taif university? 2. What is the effectiveness of using self-questioning strategy (SQS) in developing self-regulation of female students at Taif university? 3. Is there any statistically significant difference between the mean scores of the experimental group in the post strategic listening skills due to (high-low) self-regulation skills?

Participants
A total of (89) out of (4557) regular female 2 nd level students studying English for Academic purposes (EUSE2 Book) randomly selected during the second semester of the academic year (1438-1439) at the first year at X University. Simple random sampling techniques were used to select the students. The sample consisted of two groups; the control group comprised (43) students and the experimental group comprised (46) students. The students' ages range from 18 to 23 years of age.

List of Strategic Listening Skills:
To prepare the list, the researcher reviewed some studies that conducted to measure strategic listening (Amin, Amin & Aly, 2011;Schwartz, 1998), critical listening (e.g. Bohlken, 2000), metacognitive awareness (e.g. An & Shi, 2013;Mokhtari & Reichard, 2002;Schraw & Dennison, 1994) as well as comprehension skills (e.g. An & Shi, 2013), and find the similarities between them. After preparing a list of twenty eight skills, the list was expertly reviewed by EFL professors and teachers to measure the face validity.

Strategic Listening Skills Test (RCST):
The strategic listening skills test consisted of (46 items) was prepared by the researcher. The duration of the test was around 60 minutes, which means that students were given one minute to answer each item with fourteen minutes being distributed between the listening tracks. To ensure the validity of the SLST, a panel of EFL teachers and professors were consulted. They were asked about the appropriateness of each question to the (REAP2) students, the relevance of each question to the skill, and the clarity of each question linguistically. The Pearson correlation coefficient of each level scores with the total score were rather high and significant, p˂ 0.01. The reliability of the test was calculated (Cronbach's Alpha= 0.872). The test difficulty coefficients ranged from (0.34 to 0.83), and the discrimination coefficients ranged from (0.33 to 0.89).

The Self-Regulation Scale (SRS):
The current study adopted the Arabic version scale from (Author, 2013). It is 5-point Likert-scale instrument ranged from (very high to very low) measuring students self-regulation and it is conducted on university students. A checklist was presented to the reviewers in order to get their suggestions concerning the following criteria: a) the appropriateness of the statements for self-regulation, and b) the belonging of the statements to the dimensions. Appropriate statements were drawn from and added to this scale and restated and reformed to suit the needs of this research. The scale validity was verified, and the reliability of the scale was calculated using Cronbach's Alpha; it was (.920) suggesting that the scale was reliable.

Listening Materials
The teaching materials which are the listening tracks of English for Academic Purposes (EUSE2) book from unit 2 to 6 were prepared by the researcher and consisted of an instructor's guide and students' guide.
To verify the validity of the material, lesson plans for each unit were prepared and revised by the specialist in the fields of curricula and teaching methods.

Procedure
The researcher reviewed the literature connected with self-questioning strategy, strategic listening and selfregulation and used the English course material prescribed for regular 2 nd level students who studying English for Academic Purposes (EUSE2) as a basis for selecting the listening tracks. The list of strategic listening skills were Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.8, 2020 prepared and its validity were verified. The content was designed based on self-questioning strategy. The researcher designed the strategic listening skills test and adapted the self-regulation scale, and their reliability and validity were verified.
The researcher explained to the instructors the research objective and how to conduct the pre-and the posttests. Then, the pre-test and pre-application of the scale was administered to both experimental and control groups. After that, the instructional units was presented to the experimental group through self-questioning strategy, and to the control group through the traditional way of teaching. The teaching of the five units in both the experimental and control groups lasted 8 weeks. Finally, the post-tests and the post-application of the scale were administered to the both groups.

Results
To test the first hypothesis; "There are no statistically significant differences at (α≤ 0.05) between the mean scores of the study groups in the post strategic listening skills (planning-organizing-monitoring-inferencing and analysing-evaluating)", Table 1 contains the mean scores and standard deviations of the control and experimental groups in the post-tests.  Table 1, the experimental group performance in strategic listening main skills had a superiority over the control group in all main skills.
To test whether the differences were statistically significant between the two groups, Multivariate Analysis of Covariance (MANCOVA) was conducted. The pre-test scores were used as the covariate variable.  Vol.11, No.8, 2020 Table 3 shows the results of MANCOVA which revealed that there was a statistically significant difference between the two groups in strategic listening post-test in all main skills: planning (F= 13.010, p=.001), organizing (F= 39.872, p=.000), monitoring (F= 38.664, p=.000), inferencing and analyzing (F= 44.323, p=.000), and evaluating (F= 36.321, p=.000), in favor of the experimental group. Consequently, using self-questioning strategy improved students' strategic listening comparing to the traditional teaching method. Therefore, the null hypothesis was rejected and the alternative one was accepted which is as follows: "There are statistically significant differences at (α≤ 0.05) between the mean scores of the study groups in the post strategic listening skills (planningorganizing-monitoring-inferencing and analyzing-evaluating) to the favor of the experimental group".
To test the second hypothesis; "There are no statistically significant differences at (α≤ 0.05) between the mean scores of the study groups in the post self-regulation skills (goal setting and planning-organizing and transformingself-monitoring-self-evaluation)", Table 4 contains the mean scores and standard deviations of the control and experimental groups in the post-application.
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.8, 2020 Table 4, the self-regulation of the experimental group had a superiority over the control group in Goal setting and Planning, and Self-evaluation skills, whereas in Organizing and Transforming, and Selfmonitoring, the control group had a superiority over the experimental group.
To test whether the difference was statistically significant between the two groups, Multivariate Analysis of Covariance (MANCOVA) was conducted. The pre-application scores were used as the covariate variable.  F=.651, p=.628, which indicated that the differences between the experimental group and the control group were not significant. Consequently, using self-questioning strategy did not improve students' self-regulation. Therefore, the null hypothesis was accepted.
To test the third hypothesis "There is no statistically significant difference at (α≤ 0.05) between the mean scores of the experimental group in the post strategic listening skills due to (high-low) self-regulation skills"; Ttest for independent samples was used. The mean scores and standard deviations of the post test administered to both groups (high-low) self-regulation skills were calculated in the following table.  Table 6, the mean score of the high self-regulation group in strategic listening skills test was (M=36.1739) and for the low self-regulation group in the same test was (M=32.9565) in the post-test. This table indicated that the high group outperformed the low group in the post application of the SLST. As indicated by this result, there was a difference between the high and low self-regulation groups performance on the post SLST. To find out whether the difference between the two groups was statistically significant, an independent samples t-test was run. The results were presented in Table 7. .075 The result of the independent samples T-test indicated that there was no significant difference between the two groups regarding their mean scores in the post SLST (p=0.075). Therefore, the null hypothesis was accepted.

Discussion
Depending on the results of the first hypothesis, it can be concluded that there are statistically significant differences at (α≤ 0.05) between the mean scores of the study groups in the post strategic listening skills (planningorganizing-monitoring-inferencing and analyzing-evaluating) in favor of the experimental group. It showed that using the self-questioning strategy before, during and after listening had significantly positive impact on the strategic listening. The main skills in general had a superiority over the control group, and that was clear when the Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.8, 2020 experimental group's post-test scores were compared to the control group's post-test scores. In fact, this strategy helped the students to develop their planning organizing, monitoring, inferencing and analyzing and evaluating skills. The SQS was probably effective for helping students learn to generate their own questions, which may ultimately help them listen more independently and strategically, become active listeners, and engage with the audible text. Findings from this study support assertion made by Coskun, (2010), Lin &Gan (2014), Nosratinia, Ghavidel and Zaker (2015), and Tabeei et al. (2013) in that metacognitive strategies had a positive effect on students' listening comprehension. Listening and reading both are receptive skills and the strategies used in reading are the same strategies in listening (Gear, 2008). The results of the current study support previous findings that SQS improve reading comprehension such as Afzali (2011), Joseph, Alber-Morgan, Cullen & Rouse(2016), Rouse (2014), and Thomas (2002).
As revealed in the results of the second hypothesis, it can be concluded that there are no statistically significant differences at (α≤ 0.05) between the mean scores of the study groups in the post self-regulation skills (goal setting and planning-organizing and transforming-self-monitoring-self-evaluation). It indicated that using SQS in teaching was not effective in developing students' self-regulation. Although goal setting and planning skills, and self-evaluation skills proved of little value in increasing students' self-regulation when the experimental group's post-application scores were compared with the control group, the results from MANCOVA test was not significant. This means that the traditional method suited the first-year regular female students at Taif University. Teaching SQS over such a short period of time proved no value in increasing the students' self-regulation. The main reason behind this finding was the amount of time the researcher spent in teaching this strategy. Selfregulation skills might need more emphasis. Students should spend more time practicing this strategy. In addition, it is also beneficial for students needing extra support to receive guided practice and independent practice of SQS and self-regulation skills. This finding did not agree with the finding of Li (2017) and Nash-Ditzel (2010). Nash-Ditzel's study (2010) showed that the metacognitive reading strategies can improve self-regulation. In addition, Li (2017) in his study revealed that some cognitive, metacognitive and motivational studies were effective in fostering self-regulation. This contradiction may be due to the different samples, educational context, students' proficiency level of English language, and for the short of time devoted for teaching the experimental group.
According to the results of the third hypothesis, it can be concluded that there is no statistically significant difference at (α≤ 0.05) between the mean scores of the experimental group in the post strategic listening skills due to (high-low) self-regulation skills. Regarding this result, the high and low level self-regulation students were equal in the strategic listening skills test. This finding contrasts partially with the findings of Fatemi, Alishahi, Khorasani&Seifi (2014), and Zimmerman (2002). Fatemi, Alishahi, Khorasani&Seifi's study (2014) showed that high level self-regulated learners have achieved high listening scores. Zimmerman (2002) stated that higher level self-regulated learners can find an appropriate solution during a task in a purposeful manner. This disagreement could be understandable because of the different samples, educational context and students' level of self-regulation. Besides, this result could be related to the fact that student in our schools are not aware of using self-regulation skills in their learning, Instead, they concentrate on memorization as a preferable way of learning.

Conclusion
Finally, it worth mentioned that this study provided clear evidence of the effectiveness of using the SQS in developing the five levels of strategic listening. In the first place, the SQS developed the planning level, including developing the skills of prediction and connection between the existing information and the previous knowledge. Additionally, the SQS helped the students to organize the information in the audible text by taking notes, classifying and paraphrasing the information. Their ability to monitor the audible text as well as their ability to evaluate it increased. Also, the SQS helped students to inference and analyze the text. On the contrary, the SQS did not develop students' self-regulation, and it showed no differences in students' performance in the strategic listening skills test due to the differences in their self-regulation skills levels.
Based on the study results, the most important recommendations have been to integrate strategic listening and self-regulation skills in the curriculum in order to help students to be responsible for their own learning of listening comprehension by Curriculum designers of the English language, and to conduct professional development programs (PDPs) for EFL teachers about the importance of using effective methods promote students' selfregulation and strategic listening and to focus more on using the elf-questioning strategy as a new strategic listening instruction.