EFFECTS OF METACOGNITIVE INSTRUCTION ON LISTENING COMPREHENSION DEVELOPMENT IN EFL A2 LEARNERS OF AN ECUADORIAN PUBLIC UNIVERSITY

Abstract

This action research study investigates the effects of metacognitive listening strategy instruction on A2 EFL learners’ listening comprehension development of an Ecuadorian public university. Participants chosen from a purposeful sample (N=100) came from four A2 classes (“Basic B courses”) taught by both researchers. The experimental group (N=45) listened to four texts using a metacognitive strategy instruction (planning, evaluation, problem-solving, directed attention, person knowledge, translation). The control group (N=55) listened to the same texts without the application of a metacognitive listening strategy instruction. The study lasted four weeks (2 hours a week of instruction). Quantitative and qualitative data were collected through the use of a pre-and post-listening tests, Metacognitive Awareness listening questionnaire (MALQ), and personal interviews. The purpose of this study is to verify if after this instruction, there are differences in the listening comprehension level of proficiency of the experimental and control group and if there are differences in listening comprehension level of proficiency between less and more-skilled learners. Furthermore, the study intends to understand A2 learners’ perceptions of the experimental group towards the use of a metacognitive listening instruction to listening comprehension and listening metacognitive awareness.