The Effect Of Metacognitive Strategy Instruction On Efl Jordanian Undergraduates’ Academic Listening
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Date
2020-11
Authors
Khatatbeh Mohanad Adnan Mohammad
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Listening has been recognised as an essential tool for communication in
academic settings. Successful academic listening, in turn, has been found to be correlated with successful use of listening metacognitive strategies. Nevertheless, many Foreign Language (FL) students were reported to command only a limited repertoire of listening metacognitive strategies. Due to this misapprehension, FL students have been reported to 1) gain low scores in their academic listening comprehension performance (ALCP); 2) experience high levels of academic listening anxiety (ALA); and 3) command low levels of metacognitive awareness in academic listening (MAAL). Therefore, this study investigated the viability of metacognitive strategy instruction (MSI) in 1) decreasing students’ ALA; 2) increasing students’ MAAL; and thus 3) enhancing students’ ALCP. Specifically, an MSI intervention programme targeted 34 Jordanian EFL undergraduates, all of whom were female students registered in an intact group of academic listening course at a Jordanian state university.
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Keywords
Effect Of Metacognitive Strategy Instruction , Jordanian Undergraduates’ Academic Listening