Abstract
This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.
Highlights
Listening comprehension has got a crucial role in language learning
The aim of this study is to explore the effect of metacognitive instruction on the listening performance and metacognitive awareness of EFL learners in Iran
In order to address the first research question and determine whether metacognitive strategy instruction has significantly resulted in improvement of the listening performance, it was decided to compare the mean scores of the IELTS posttests of both groups by a paired t-test
Summary
Listening comprehension has got a crucial role in language learning. The complex nature of listening processing turns it to a big challenge and a source of frustration for language learners. We normally face poor learners’ performance as a result of inadequate attention to listening instruction in the classroom settings. Teachers majorly focus on the listening product than the listening process. For a long time, listening has been regarded as a passive skill and the learners do not have any active role in educational settings. Little attention has been given to the systematic practice in L2 listening, listening skills have got a key role in successful negotiation and interaction. Second or foreign language learners are rarely taught how to listen effectively despite the fact that they were aware of the importance of this skill (Vandergrift, 2007)
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