Metacognitive Awareness Strategies For Listening Comprehension

Abstract

Language educators tend to focus extensively on reading and writing skills. Listening activities are often carried out only to test the students' abilities which may lead to their anxiety and apprehension (Vandergrift, 1999). Generally, many students face difficulty in their listening assessments. Students need to apply certain mental steps or operations in listening to encounter their listening problems. These mental steps are referred to as strategies to assist the learners to achieve a reasonable listening comprehension (Goh, 2002).This study is designed to identify the students' levels of Metacognitive Awareness Strategies in performing their listening tasks and to examine the influence of the strategies on their test scores. The study was conducted in two stages of Pre-test and Post-test, where 100 participants were selected based on a convenience sampling. After submitting their Pre and Post-tests, they were required to complete a Metacognitive Awareness Listening Questionnaire (MALQ), developed by Vandergrift et al. (2006). Overall, the findings show an increase in the percentage of correct answers for the listening comprehension task, based on the MCQ given. The findings reveal that metacognitive strategy awareness has a positive effect on students' test scores. ESL teachers can enhance the use of MALQ strategies for listening comprehension. Further research is necessary to study how metacognitive strategies affect the students' listening performance, as well as, to conduct interventions that will encourage metacognitive awareness.

Metacognitive Listening Comprehension Strategies of Arab English Language Learners

“…ese findings are in line with Chang [46], Khiewsod [39], and Chin et al [47]. Personal knowledge scores certify that listening (in English) is difficult for them, and this might be the reason they translated the oral texts e responses to the mental translation strategies were more than 57% in all students.…”

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

“…How strategy and tactics influence the listening achievement was reported (Chin et al, 2017;Goh & Hu, 2014;Tanewong, 2019). The research findings claimed that students' listening achievement was influenced by metacognitive instruction and the student's awareness of the strategies used.…”

The Relationship between Motivation Types and Metacognitive Listening Strategies: The Case of Adult EFL Students in Saudi Arabia

“…The five factors in the MALQ (i.e., problem-solving, planning and evaluation, mental translation, personal knowledge, directed attention) are used in this study to elicit students' use of metacognitive strategies while listening to an oral text. Many empirical studies have shown that a skilled listener uses more metacognitive strategies while listening (Goh & Yusnita, 2006;Looi-Chin et al, 2017;Vandergrift, 2003;Vandergrift & Tafaghodtari, 2010).…”

“…A more recent study was conducted by Looi-Chin et al (2017) where they attempted to identify the level of metacognitive strategies used by college students (N = 100) in Malaysia while listening, and the effect of these strategies on their listening test scores. The authors used the MALQ, which was designed by Vandergrift et al (2006), to elicit students' use of metacognitive strategies while listening in English.…”