English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (email@example.com)
Fakhri Alamdari, Ebrahim*
English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (firstname.lastname@example.org)
This paper reports on a small-scale study investigating the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. The participants were 30 intermediate EFL listeners, who went through a ten-week intervention program in metacognition with its focus on prediction/planning, monitoring, evaluating, and problem solving The MALQ and a listening test were also used to track changes in metacognitive awareness and listening performance before and after the intervention. A comparison of pretest and posttest scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.
Keywords: listening comprehension; metacognitive instruction; metacognitive awareness; metacognitive pedagogical sequence