Exploring the Effects of Integrating Strategy-Based Instruction and Portfolio Learning on High School Students’ English Listening Skills, Metacognitive Awareness, and Perceptions

Despite the increasing recognition of strategy-based instruction and the benefits of integrating learning portfolios into English language teaching, limited research had explored their combined impact on second language (L2) listening and metacognition. To address this gap, this study investigated the effects of strategy instruction and portfolio use on Taiwanese senior high school students’ English listening comprehension and metacognitive awareness. It also examined students’ perceptions of this combined approach. Using a case study within a mixed-methods design, the research involved 29 students from a public vocational school in northern Taiwan over a six-week instructional period. Data collection included questionnaires, standardized listening tests, learning portfolios, and focus-group interviews. Although the study did not find significant improvements in listening scores, participants showed a significant increase in their metacognitive awareness, particularly in Problem Solving, Planning and Evaluation, and Directed Attention, as measured by the Metacognitive Awareness Listening Questionnaire (MALQ). Additionally, students responded positively to incorporating weekly listening journals into their portfolios and viewed the combination of strategy-based instruction and portfolio use as beneficial for future college applications. The study also provided pedagogical insights for enhancing L2 listening instruction in Taiwan.