Abstract
<p>The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was applied. The degree of change occurring as a result of intervention was measured through one way ANOVA test. The results indicated that there was a significant improvement after the onset of the instruction, and that the intervention was effective. Although there were some differences between the four learner types (visual learners, auditory learners, kinaesthetic learners, and tactile learners) on the post test, the auditory learner type had the most significant improvement in metacognitive awareness of listening strategies (MALS). The finding of this quantitative research study led us to conclude that learners make noticeable progress in MALS via listening strategy instruction and that the level of improvement varies across the LTs with the auditory group improving most significantly.</p>
Highlights
In spite of wide range of areas investigated in metacognitive listening strategies awareness (Vandergrift & Tafaghodtari, 2010), there is lack of research on how effective listening strategy instruction is on the metacognitive awareness of listening strategies (MALS) of different learner types (LTs)
The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs)
In order to test the null hypothesis of the study which is the explicit instruction of listening strategies does not have any statistically significant influence on the meta-cognitive listening strategy awareness of different intermediate learner types, the researcher needed to run a paired-samples t-test to compare the students’ mean scores on the pre-test and post-test of Meta-cognitive Awareness Listening Questionnaire (MALQ)
Summary
In spite of wide range of areas investigated in metacognitive listening strategies awareness (Vandergrift & Tafaghodtari, 2010), there is lack of research on how effective listening strategy instruction is on the MALS of different LTs. There is still debate among EFL/ESL teachers and researchers on the ways to improve listening skill of EFL/ESL students through metacognition. Most of these research studies have paid no attention to LTs. As EFL learners are human beings, they are of different types and they have their own strengths and weaknesses. An understanding of whether listening strategy instruction has any impact on the MALS of different LTs, would seem vital for the teaching curriculum (listening in particular), improvement of EFL learners’ listening, and course book designers
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