The Influence of Socio-Affective Learning and Metacognition Levels on EFL Listening and Speaking Skills in Online Learning

Abstract

This research studied the possibility of applying socio-affective instruction in online learning in Indonesia during the pandemic. The main objectives of this study were to investigate how Socio-Affective Instruction (SAI) and metacognition levels affected the students' listening and speaking proficiency and to investigate students’ perceptions. This was experimental research with one group using a pre- and a post-test. The research sample was 41 students, with a total population of 84 students. The instruments were speaking and listening tests, metacognitive awareness questionnaires, and open-ended questionnaires. The non-parametric test was used to analyse the quantitative data, and Open Code was used to synthesize the student perceptions. The result reported significant differences between the listening and speaking pre- and post-test, indicating that SAI significantly influenced students' listening and speaking proficiency. Students with high metacognition showed a significant difference in listening and speaking proficiency, indicating metacognition's significant influence on listening achievement compared to speaking. The perceptions revealed that students valued a comfortable environment during online learning. However, online learning caused learning collaboration to have many disadvantages. The metacognition level contributes significantly to students listening proficiency. In conclusion, although the SAI was applied to enhance collaboration, students tended to work individually. On the contrary, metacognition did not influence students' speaking proficiency because students cooperated well and were much influenced by peer assistance.