International Journal of Research Studies in Education
2014 July, Volume 3 Number 3, 79-91
© The Authors / Attribution CC BY
Maximizing learners’ metacognitive awareness in listening
through metacognitive instruction: An empirical study
Fahim, Mansoor
English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
(dr.manfahim@yahoo.com)
Fakhri Alamdari, Ebrahim
English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
(fakhri.iau.ac@gmail.com)
Received: 12 February 2014 Revised: 18 March 2014 Accepted: 20 March 2014
Available Online: 22 March 2014 DOI: 10.5861/ijrse.2014.762
ISSN: 2243-7703
Online ISSN: 2243-7711
OPEN ACCESS
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.
Keywords: listening comprehension; metacognitive instruction; metacognitive awareness;
metacognitive pedagogical sequence