Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension

Hossein Bozorgian

Abstract


A growing interest in using metacognitive instruction to develop listening comprehension has emerged for almost two decades. This paper investigates the impact of metacognitive instruction on less-skilled and more-skilled learners’ listening comprehension. Thirty-two female adult, Iranian, intermediate level English as a Foreign Language (EFL) learners participated in a ‘strategy-based’ instruction, planning, monitoring and evaluation. Each of three metacognitive strategies focused on promoting learners’ comprehension of International English Language Testing System (IELTS) listening texts. A comparison of pre- and post-test scores showed that the less-skilled learners benefited more from metacognitive instruction than more-skilled learners in IELTS listening tests.



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Cited-By

1. Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents
Maria Platsidou, Athena A. Sipitanou
International Journal of Research Studies in Language Learning  vol: 4  issue: 1  year: 2015  
doi: 10.5861/ijrsll.2014.778

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