Crossing Metacognitive Strategy Awareness in Listening Performance: An Emphasis on Language Proficiency

Ali Dabbagh ,Mahdi Noshadi

doi:10.7575/aiac.ijalel.v.3n.6p.234

Abstract

This paper aims to give a comprehensive account of the roles of metacognitive strategy awareness and proficiency level in EFL Learners’ listening comprehension performance. 147 EFL learners were selected and divided into three language proficiency levels according to their scores on Oxford Placement Test (2004). Based on Metacognitive Awareness Listening Questionnaire, they were divided into five groups. To check their listening skill, three listening tests were designed and estimated as both reliable and valid. Besides, a think-aloud procedure was also conducted. The two-way ANOVA demonstrated that: metacognitive listening strategy awareness and language proficiency had independently significant roles in the learners’ listening comprehension. Results of post-hoc Scheffe test located a significant role of metacognitive awareness in ‘problem-solving’ and ‘planning-evaluation’ groups. Results showed a significant difference in listening performance of elementary-limited and intermediate learners only. The results which promise theoretical and pedagogical implications for language teachers and syllabus designers are fully discussed.

Highlights

There are a few reasons why understanding what learners know about learning in general and listening comprehension in particular appears to be of great significance for second language teachers and researchers as well
The current study addressed the roles of metacognitive strategy awareness and proficiency level in EFL learners' listening comprehension performance
Results obtained from the present study indicated that proficiency level played a significant role in listening comprehension skill of Iranian foreign language learners

Summary

Introduction

There are a few reasons why understanding what learners know about learning in general and listening comprehension in particular appears to be of great significance for second language teachers and researchers as well. According to Wenden (1987), learners' awareness and perceptions of learning strategies determine the cognitive complexities of learners which in turn differentiate good and bad learners, and third, there exist few insights about the process of listening comprehension and the way it is learned. Alongside reading comprehension skill, listening comprehension is one of the significant sources of both second and foreign language learning in terms of input (Rost, 2001). Some unresolved questions arise on how such problems can be eliminated and that whether learners play any role in terms of their knowledge about metacognitive listening strategy or not

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