The Relationship among Listening Performance, Metacognitive Strategy Use and Motivation from a Self-determination Theory Perspective

Abstract

The purpose of this study was to investigate the relationship among metacognitive strategy use, motivation and listening test performance of EFL university students. The participants were 82 students majoring in English translation and literature at Allameh Tabataba’i and Shahid Beheshti Universities in Tehran, Iran. Data were collected using three instruments: MALQ (metacognitive awareness listening questionnaire), AMS (academic motivation scale), and the listening section of the TOEFL. After administering the listening section of the TOEFL (pre-test), students filled in the MALQ and AMS. A statistically significant correlation was found between metacognitive strategy use and listening performance, listening performance and intrinsic motivation, as well as metacognitive strategy use and intrinsic, extrinsic motivation.