Implementing the Metacognitive Pedagogical Cycle: Effects on EFL Learners’ Listening Achievement, Metacognitive Awareness, Listening Self-Efficacy, and Listening Challenges

Abstract

Learners of English as a foreign language (EFL) typically struggle with listening skills. This study investigates the effectiveness of metacognitive instruction through the pedagogical cycle approach in terms of listening achievement, metacognitive awareness, and listening self-efficacy of Saudi female EFL learners. It also identifies the listening challenges they face. The study employed a mixed-methods approach. The sample comprises 100 Saudi female EFL students: 51 in the experimental group and 49 in the control group. The experimental group received metacognitive instruction for 10 weeks over a semester through a pedagogical cycle. The quantitative data were collected from a listening test used as a pre-and posttest. Questionnaires about metacognitive awareness of strategy use and listening self-efficacy were also used to detect changes in metacognitive awareness and self-efficacy among learners before and after the intervention. The qualitative data were collected from interviews with eight participants. The results showed that the EFL learners improved their listening achievement and increased metacognitive awareness, such as directed attention, planning, and evaluation. Mental translation and person knowledge remained relatively unaffected. Furthermore, an insignificant effect was found on learners’ listening self-efficacy. The qualitative data revealed six challenges faced by EFL learners: the speaker’s speed and accent, unfamiliar vocabulary, long or boring listening materials, lack of concentration, and poor-quality recordings. The study suggests that EFL instructors should prioritize the implementation of metacognitive approaches to improve learners’ listening performance and engagement. It also emphasizes the importance of vocabulary knowledge and recommends improving the EFL listening materials.