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ESL Learners listening Performance under the Impact of Metacognitive Strategies different Subscales

Author Affiliations

  • 1Department of studies in Linguistics (K.I.K.S), University of Mysore, Mysore, INDIA

Res. J. Recent Sci., Volume 3, Issue (8), Pages 32-37, August,2 (2014)


This paper presents a research on the employing of different metacognitive strategies by ESL learners and its impact on their listening comprehension ability on a sample of 50 ESL intermediate students from English Institute in Mysore, India. In this research two instruments were used to measure the study’s variables: (1) Metacognition Awareness Listening Questionnaire (MALQ) as well as (2) the listening comprehension test from an IELTS test which comprised four parts with forty questions and thirty minutes time. The outcome showed that learners' had a medium knowledge of metacognitive listening strategies awareness. Furthermore, while personal knowledge as well as mental translation were not able to describe the actual variance in students' listening comprehension effectiveness, directed attention problem solving, along with planning and evaluation could handle explaining the significant level of variance in students’ overall performance on LCT. The study suggests that learners’ metacognitive awareness need to be enriched and the related strategy instruction should be employed while teaching the listening task.


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