Explore foreign language learners' experiences under a metacognitive listening website

Abstract

This study aimed to explore Chinese English as Foreign Language (EFL) learners' experiences in a metacognitive listening website based on a metacognitive approach. 40 Chinese low-intermediate EFL learners participated in the study and conducted the web-based metacognitive listening practice for 14 weeks. The UEQ and post-interview were used to detect their experiences and perceptions of the practice. The results indicated that these learners had good experiences with the metacognitive listening practice, especially in terms of dependability, novelty, and stimulation. The good experiences may be due to their perceived development of listening comprehension, listening strategies, and the involvement of video listening materials. However, learners' favouring test-based listening practice may affect their perceived efficiency of metacognitive listening practice. This study could provide a sample for further investigation of metacognitive intervention with CALL.