Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners

Weisi, Hiwa; Goodarzi, Ahmad; Mirderikvand, Reza

doi:10.22034/jls.2025.142069.1160

Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners

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نوع مقاله : مقاله پژوهشی

نویسندگان

¹ Associate Professor, Department of English Language and Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran

² Assistant Professor, English Department, Ayatolah Brojerdi , University, Brojerd, Lorestan, Iran

³ M.A. in TEFL, Department of English Language and Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran

10.22034/jls.2025.142069.1160

چکیده

The present study probes into the effect of self-assessing metacognitive listening strategies (MLSs) on listening comprehension of Iranian English as a second/foreign (L2) learners. Using a convenient sampling method, 40 Iranian intermediate L2 learners were assigned to two groups: the experimental group (n=30) and the conventional one (n=30). The former used the written self-assessment checklist to generate written languaging in teaching listening, while the latter did not produce written languaging. Both groups took the listening section of the IELTS and the Metacognitive Awareness Listening Questionnaire (MALQ) before and after the study. Results indicated that listening accompanied by written languaging significantly improved awareness of MLSs and gains in listening comprehension. The outperformance of the experimental group over the conventional one was in line with the findings of previous studies on written languaging and process-based approaches to listening. The findings offer some pedagogical implications for L2 teachers and teacher trainers.

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