Abstract
Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006) and (b) a Listening Comprehension Test (LCT) developed by the researchers for the purpose of this study. The results indicate that students' possess a moderate level of metacognitive listening strategies awareness. Additionally, whereas directed attention and personal knowledge fail to explain the variance in students' listening comprehension performance, problem solving, planning and evaluation, and directed attention are capable of explaining 56% of the variance in students’ performance on the LCT. It is recommended that metacognitive strategies awreness be emphasized in listening comprehension instruction.
Highlights
Since we spend up to 40-50% out of our communication time listening (Mendelsohn, 1994), the fundamental role listening plays in both communication and language learning cannot be overemphasized
This study investigated the relationship between public basic (10th) EFL students' listening comprehension and metacognitive listening strategy awareness
This study aimed at investigating the relationship between listening comprehension and metacognitive awareness among Jordanian EFL learners
Summary
Since we spend up to 40-50% out of our communication time listening (Mendelsohn, 1994), the fundamental role listening plays in both communication and language learning cannot be overemphasized. The first encompasses receiving, memorizing, and repeating the sounds whereas the second, comprehension, entails the ability to explain the conent of the message to which the listener is exposed (Zhang, 2001) Demanding in nature, this process requires engagement in a variety of complicated tasks that range between discriminating sounds and full understanding of the speaker’s message. This process requires engagement in a variety of complicated tasks that range between discriminating sounds and full understanding of the speaker’s message It requires that listeners invest an array of mental processes typicadly referred to as listening comprehension strategies (Coskun, 2010) viewed as learner actions that make language learning more effective and enjoyable (Oxford, 2002). Research suggests that this process poses a challenge that is hard to meet for many L2 learners (Chang & Read, 2006), especially in EFL settings where learners lack sufficient exposure to the target language (Graham, 2006)
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