Use Of Metacognitive Approach To Improve Efl Listening Comprehension

Résumé: The present study investigates the effect of process-based metacognitive listening instruction on EFL learners’ listening comprehension performance. The study follows a mixed-method quasi-experimental case study design. It is conducted with 72 upper-intermediate undergraduate third-year students at the English Department of Setif-2 University during the academic year 2018-2019. Participants are divided equally into a control group (36) and an experimental group (36). A placement test, pre/post-listening tests, pre/post-students’ listening questionnaires, and a post-reflection survey are used for data collection. Outperforming the control group, the experimental group’s listening comprehension improved for the poor listeners, whose anxiety decreased, confidence, self-efficacy, and strategy use increased. Furthermore, participants with high language proficiency were among the high achievers, and they showed more metacognitive listening awareness as they already used effective listening strategies unconsciously.

Publié dans la revue: دراسات وأبحاث