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.
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
References
Appendix
Appendix I: Metacognitive Awareness Listening Questionnaire (MALQ)
Appendix II: Listening
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Téléchargez vos propres textes! Gagnez de l'argent et un iPhone X.