Integrating Metacognitive Strategy Instruction in EFL Listening

The present study investigates the effect of treatment with five (05) metacognitive strategies namely problem solving, planning and evaluation, mental translation, personal knowledge and direct attention on EFL students' listening comprehension achievement. In this regard, a longitudinal mixed methods case study was carried out involving one hundred (100) informants belonging to first and second years LMD. The researcher made use of a combination of research instruments to collect data such as two written tests (a pre-test and a post test); retrospective interviews, think-aloud protocols, a Metacognitive Awareness Listening Questionnaire (MALQ) as well as learners' diaries. Listening metacognitive strategy instruction proved to be efficient as it helped in increasing students' motivation, self-confidence and autonomy.

Autorentext

Siham Bouzar is an Algerian University teacher specialised in English Linguistics and Didactics. She was awarded her BA degree in English Language, her MA and Doctoral degrees in Linguistics from the Unversity of Algiers2. She had already participated in conferences and published two books and some articles tackling diverse topics in linguistics.