Abstract
The burgeoning global demand for English proficiency, particularly within academic, scientific, technological and future-oriented fields, underscore the critical need for robust listening comprehension for academic achievement and lifelong learning. This quasi-experimental study investigated the efficacy of integrating the PPP method (Presentation, Practice, Production) with metacognitive interventions to enhance the listening proficiency of A2.1 level students at a public university in Quito from July to September 2023. By employing inquiry-based research and fostering critical and reflective thinking through individual, collaborative, and reflective metacognitive assignments, the study aimed to not only improve students’ listening comprehension but also cultivate their metacognitive awareness. Initial assessments revealed significant metacognitive challenges among students, manifesting as difficulties in comprehending and successfully completing listening tasks, ultimately impacting their academic performance. However, post-intervention evaluations demonstrated that this integrated approach yielded substantial and statistically significant improvements in both listening proficiency and metacognitive abilities, empowering learners not only to listen and understand more effectively but also to discern the cognitive processes underlying their enhanced performance attaining significant learning.
Published Version
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