Abstract
The present study was conducted to identify the relationship between critical thinking and metacognitive awareness listening strategies of Intermediate EFL learners. It also, investigated difference between the learners with high and low critical thinking ability on their performance in metacognitive listening strategies use. The participants of this study were 120 first year university students from the Faculty of Information and Communication Technologies, Bitola, Macedonia. Watson-Glaser Critical Thinking Questionnaire, Meta-Cognitive Awareness Listening Questionnaire and listening comprehension tests were used as instruments of this study. The results of this study revealed that there was a strong positive significant correlation between critical thinking ability and metacognitive listening strategies. In order to investigate difference between learners with high and low critical thinking ability and their metacognitive listening strategies use an independent sample t-test was employed, and the results showed a significant difference between the learners with high and low critical thinking ability and their metacognitive listening strategies use.
Highlights
The role of listening in language education is undeniable
The article is published with Open Access at www.alsjournal.com tion is a relatively new development in language pedagogy over the past 25 years (Rubin, 1975; Wenden & Rubin, 1978; O’Malley &Chamot, 1990)
In the United States, critical thinking has been generally employed for first language education, but nowadays it has acknowledged a high position in second and foreign language learning and teaching
Summary
The role of listening in language education is undeniable. Of four skills, listening is the most difficult and the skill most frequently used. Despite of its undeniable role, listening has often been left out and considered as passive skill (Oxford, 1993; Elkhafaifi, 2005) It is the general consensus in acadamia lingua that listenting is crucial to first language acquisition. According to Vandergrift, Goh, Mareschal, and Tafaghodtari (2006), during listening there are five factors underlying the meta-cognitive awareness strategies consisting of problem solving, planning and evaluation, mental translation, person knowledge, and directed attention. In the United States, critical thinking has been generally employed for first language education, but nowadays it has acknowledged a high position in second and foreign language learning and teaching. This research study differentiates between high critical thinkers and their low counterparts on their listening performance In this regard, exploring learners’ critical ability will enlighten their performance in metacognitive listening strategies use which results in their improvement
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