EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

Ahmed Al-Alwan, Sahail Asassfeh, Yousef Al-Shboul

Abstract


Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006) and (b) a Listening Comprehension Test (LCT) developed by the researchers for the purpose of this study. The results indicate that students' possess a moderate level of metacognitive listening strategies awareness. Additionally, whereas directed attention and personal knowledge fail to explain the variance in students' listening comprehension performance, problem solving, planning and evaluation, and directed attention are capable of explaining 56% of the variance in students’ performance on the LCT. It is recommended that metacognitive strategies awreness be emphasized in listening comprehension instruction.


Full Text: PDF DOI: 10.5539/ies.v6n9p31

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This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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