Abstract
The study used MALQ developed by Vandergrift et al. (2006), an interview and a listening comprehension test to investigate non-English majors’ metacognitive awareness in English listening and the relationship between metacognitive awareness and listening comprehension performance. The results revealed a lack of metacognitive awareness in the subjects and a significant discrepancy between good listeners and poor listeners. Since metacognitive awareness is proved to influence listening comprehension in a positive way, teachers are suggested to develop students’ autonomous learning ability from this perspective and establish learner-centered listening teaching mode.
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