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

Mansoor Fahim, Ebrahim Fakhri Alamdari

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.

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