Metacognition defined as the knowledge and ability to monitor and control cognitive conditions in the learning process. Listening is the most important skill of the four language skills in both learning and teaching and plays an important role in our daily life. Although nowadays there is a deeper perception of listening, it needs more attention and research. The present study investigates the relationship between the Metacognitive awareness and listening performance of English as foreign language learners. The participants were 50 Iranian male students of English language institutes. They completed Metacognitive Awareness Listing Questionnaire (MALQ) and listening section of the final exam. First the listening section were of the final exam was applied to the participants at classrooms by the teacher. Immediately after the administration of the examination, the MALQ were conducted. The analysis exposed a weak positive relationship between learners` Metacognitive awareness scores and listening performance. Although correlation was not high, still there is more correlation in problem solving, directed attention and planning evaluation than others.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Significance of the Study
- Statement of the Problem
- Methodology
- Setting
- Participants
- Data Collection Instruments
- The Metacognitive Awareness Listening Questionnaire (MALQ)
- Listening Section of the final exam
- Data Collection Procedures
- Data Analysis
- Results
- Quantitative data results
- Discussion
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the relationship between metacognitive awareness and listening performance of English as a foreign language learners. The research aims to explore the potential impact of metacognitive awareness on EFL learners' listening comprehension and to identify any correlations between learners' metacognitive skills and their performance in listening tasks.
- The importance of listening in language learning and daily life
- The role of metacognitive awareness in listening comprehension
- The relationship between metacognitive awareness and EFL learners' listening performance
- The potential benefits of metacognitive training for improving listening skills
- The implications of the findings for language teachers, curriculum designers, and language learners
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction of the study lays out the importance of listening as a core skill in language learning and communication. It discusses the relationship between listening and other language skills, highlighting its impact on overall language development. The chapter also introduces the concept of metacognitive awareness and its role in self-regulated learning, focusing on the cognitive processes involved in listening comprehension.
The methodology section details the research design, participants, and data collection methods used in the study. The chapter outlines the use of the Metacognitive Awareness Listening Questionnaire (MALQ) and the listening section of the final exam for data gathering. The data analysis approach is also described.
The results chapter presents the findings of the study, focusing on the relationship between metacognitive awareness scores and listening performance. It explores the extent to which metacognitive awareness contributes to listening proficiency among EFL learners.
Schlüsselwörter (Keywords)
The main keywords and focus topics of the text include metacognition, awareness, listening, EFL learners, and listening performance. The study investigates the impact of metacognitive awareness on listening comprehension skills in the context of English as a foreign language learning.
- Arbeit zitieren
- Ismail Baniadam (Autor:in), 2018, EFL Learners’ Metacognitive Awareness in Listening Performance, München, GRIN Verlag, https://www.grin.com/document/437710
