Maximizing learners’ metacognitive awareness in listening through metacognitive instruction: An empirical study

Abstract

MAXIMIZING LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING THROUGH METACOGNITIVE INSTRUCTION: AN EMPIRICAL STUDY 2014 IJRSE – Volume 3 Issue 3 Author/s: Fahim, Mansoor English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (dr.manfahim@yahoo.com) Fakhri Alamdari, Ebrahim* English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (fakhri.iau.ac@gmail.com) Abstract: This paper reports on a small-scale study investigating the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. The participants were 30 intermediate EFL listeners, who went through a ten-week intervention program in metacognition with its focus on prediction/planning, monitoring, evaluating, and problem solving The MALQ and a listening test were also used to track changes in metacognitive awareness and listening performance before and after the intervention. A comparison of pretest and posttest scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.