The Use of Metacognitive Strategies within a Mobile-Assisted Language Learning Context: Enhancing Chinese EFL Learner’s Listening Skills

Abstract

In the field of English as a Foreign Language, the development of listening skills is undeniably crucial, not only in an academic context but also for a learner’s professional career. These skills can enhance students’ comprehension, subsequently improving their writing and speaking abilities. This mixed-methods study, grounded in Metacognitive Theory, investigates whether the use of Metacognitive Strategy Instruction (MSI) within a Mobile-Assisted Language Learning (MALL) context would foster metacognitive awareness of listening and listening skills of Chinese college EFL students. In total, sixty-two students from two homogenous intact classes participated in a 13-week quasi-experimental study. The experimental group received the MSI, while the control group received traditional instruction, both within the MALL context. Quantitative data were analysed using t-tests, and qualitative data were analysed thematically. Results of the study indicated significant improvements in the experimental group’s metacognitive awareness of listening and listening skills compared to those of the control group. Thematic analysis revealed the students’ positive perceptions on how the MSI within MALL was used to improve their metacognitive awareness of listening and their listening skills. Overall, the findings of the study suggest the effectiveness of the MSI in enhancing both the metacognitive awareness and listening skills of Chinese EFL undergraduate students. Thus, it is recommended that Chinese educators and instructors incorporate the MSI in their EFL listening classes to empower students with the use of appropriate strategies for mastering listening skills.