Cognitive and Metacognitive Listening Strategies Training for University Non-English Majors

Abstract

In this action research study, the researcher designed and implemented a strategy-training program that focused on the development of cognitive and metacognitive strategies to promote listening comprehension ability among second year non-English majors. Learners were studying English as a foreign language (EFL) at a university language center in Taipei City. 56 Taiwanese non-English major undergraduate EFL learners participated in the training. Participants were second-year students who attended mandatory English laboratory classes once a week for one hour and fifty minutes in addition to other courses they were taking in order to satisfy their academic major requirements (e.g., Economics, Communications, International Trade, Education, Law, Psychology, and Computer Science). Participating students were tested by the university language department and assigned to the pre-intermediate level. The class that received the cognitive and metacognitive strategies training comprised 37 males and 19 females, whose ages ranged from 18 to 23 years old. Findings revealed that metacognitive strategy of using a notebook and cognitive strategy of T-list notetaking, followed by semantic mapping of listening texts were the most helpful listening strategies as perceived by learners who indicated their attitudes towards the training on Strategy Learning Logs (SLL).