The Gritty Listeners

Listening comprehension is widely recognized as a cognitively demanding and often stressful skill for learners of English as a Foreign Language (EFL). Grounded in an integrated theoretical framework drawing on self-regulated learning (SRL) and social-cognitive theory (SCT), this study explored the relationship between multidimensional grit, characterized by Perseverance–Commitment (PC), Interest–Passion (IP), and Goal-Directed Resilience (GR), and the use of Metacognitive Awareness Listening Strategies (MALS). Employing a quantitative correlational design, this study collected data from 233 English-major undergraduates at a private university in the Mekong Delta, Vietnam. The Metacognitive Awareness Listening Questionnaire (MALQ) was employed, with analyses focusing on its strategy-based dimensions to capture learners’ regulatory processes during listening. Regression analysis indicated that all three dimensions of grit served as significant positive predictors of MALS use. Notably, PC emerged as the most prominent predictor of strategic engagement within this specific educational context. These findings suggest that learners’ motivational dispositions are deeply intertwined with their capacity for self-regulated listening. From a pedagogical perspective, the study highlights the importance of integrating resilience-building and affective scaffolding into listening instruction to foster long-term strategic persistence among EFL learners.