The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students

Abstract

The aim of this study is to explore the effect of metacognitive strategy instruction on the listening performance of EFL university students. The participants were 82 students studying English translation and literature at Shahid Beheshti University. After screening the participants, 62 of them were selected and assigned to experimental and control groups. The experimental group (n=32) received the strategy training following the models proposed by Vandergrift and Tafaghodtari (2010) and O'Malley and Chamot (1990), while the control group (n=30) received no instruction. The listening section of the TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results revealed that experimental group significantly outperformed the control group on the post test measure.