The Effect of Metacognitive Strategy Instruction on Iranian Intermediate EFL Learners' Metacognitive Awareness in Listening

Abstract

The major purpose of this study is to investigate the effect of metacognitive strategy instruction on Iranian intermediate EFL learners’ metacognitive awareness in listening. Hence, 31   male and female learners majoring in English Translation at Chabahar Maritime University were selected. The participants were randomly divided into two control and experimental groups. Their proficiency level was established via administering TOEFL general proficiency test. Moreover, their listening homogeneity was ensured using another TOEFL listening pre-test as the screening pre-test. After that, MALQ questionnaire relating to listeners' metacognitive awareness was administered as a pre-treatment questionnaire. Then, the treatment was implemented and the experimental group enjoyed MSI by implementing authentic materials for about ten 45-minute sessions. The control group used the same materials except for being instructed metacognitive strategies. At the end of the study, students of both groups were administered MALQ questionnaire again to examine the status of participants' listening metacognitive awareness. The results of the study revealed that MSI boosted the experimental students' listening metacognitive awareness significantly in comparison to the control group's learners.