Abstract
The present study investigated metacognitive listening strategies awareness among bilingual and monolingual Iranian university students learning English as a foreign language. To achieve this goal, sixty monolingual university students and sixty bilingual students filled in the Metacognitive Awareness Listening Questionnaire (MALQ) with five subparts including problem-solving, planning and evaluation, translation, person knowledge, and directed attention. The result of the data analysis indicated that monolingual and bilingual students were different with regard to their metacognitive listening strategies awareness in general, and in planning and evaluation and mental translation components.
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