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Weisi, Hiwa, Goodarzi, Ahmad, Mirderikvand, Reza. (1404). Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners. , (), -. doi: 10.22034/jls.2025.142069.1160
Hiwa Weisi; Ahmad Goodarzi; Reza Mirderikvand. "Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners". , , , 1404, -. doi: 10.22034/jls.2025.142069.1160
Weisi, Hiwa, Goodarzi, Ahmad, Mirderikvand, Reza. (1404). 'Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners', , (), pp. -. doi: 10.22034/jls.2025.142069.1160
Weisi, Hiwa, Goodarzi, Ahmad, Mirderikvand, Reza. Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners. , 1404; (): -. doi: 10.22034/jls.2025.142069.1160

Self-assessing Metacognitive Listening Strategies: Do They Have any Effect on Listening Comprehension of EFL Learners

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 18 خرداد 1404
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2025.142069.1160
نویسندگان
Hiwa Weisi* 1؛ Ahmad Goodarzi2؛ Reza Mirderikvand3
1Associate Professor, Department of English Language and Linguistics, Faculty of Humanities, Kermanshah, Iran
2Assistant Professor, English Department, Ayatolah Brojerdi , University, Brojerd, Lorestan, Iran
3M.A. in TEFL, Department of English Language and Linguistics, Faculty of Humanities, Kermanshah, Iran
چکیده
The present study probes into the effect of self-assessing metacognitive listening strategies (MLSs) on listening comprehension of Iranian English as a second/foreign (L2) learners. Using a convenient sampling method, 40 Iranian intermediate L2 learners were assigned to two groups: the experimental group (n=30) and the conventional one (n=30). The former used the written self-assessment checklist to generate written languaging in teaching listening, while the latter did not produce written languaging. Both groups took the listening section of the IELTS and the Metacognitive Awareness Listening Questionnaire (MALQ) before and after the study. Results indicated that listening accompanied by written languaging significantly improved awareness of MLSs and gains in listening comprehension. The outperformance of the experimental group over the conventional one was in line with the findings of previous studies on written languaging and process-based approaches to listening. The findings offer some pedagogical implications for L2 teachers and teacher trainers.


کلیدواژه‌ها
Metacognitive Listening Strategies؛ Listening Comprehension؛ Languaging؛ Written Languaging
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تعداد مشاهده مقاله: 3


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