Use of Metacognitive Approach to Improve EFL Listening Comprehension

Mekhoukh, Sohila; Keskes, Said

دراسات وأبحاث
Volume 17, Numéro 2, Pages 86-96
2025-04-15

Use Of Metacognitive Approach To Improve Efl Listening Comprehension

Authors : Mekhoukh Sohila . Keskes Said .

Abstract

The present study investigates the effect of process-based metacognitive listening instruction on EFL learners’ listening comprehension performance. The study follows a mixed-method quasi-experimental case study design. It is conducted with 72 upper-intermediate undergraduate third-year students at the English Department of Setif-2 University during the academic year 2018-2019. Participants are divided equally into a control group (36) and an experimental group (36). A placement test, pre/post-listening tests, pre/post-students’ listening questionnaires, and a post-reflection survey are used for data collection. Outperforming the control group, the experimental group’s listening comprehension improved for the poor listeners, whose anxiety decreased, confidence, self-efficacy, and strategy use increased. Furthermore, participants with high language proficiency were among the high achievers, and they showed more metacognitive listening awareness as they already used effective listening strategies unconsciously.