Does metacognitive instruction improve listening comprehension?

Abstract

Listening comprehension is an active and complex process, and is a major concern for Chinese English learners. Based on previous theory and practice of teaching English listening, this paper reports a case study of three English language learners in a Chinese university. It is found that metacognitive instruction proves to be more effective in intermediate to more advanced level students than in less-skilled students. It is also found that the effectiveness of metacognitive teaching is also much related to learning motivation. © 2013 ACADEMY PUBLISHER Manufactured in Finland.