International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 1
Available Online: 15 April 2024
Author/s:
Sun, Xiaoyan
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (xiaoyansun@lpubatangas.edu.ph)
Abstract:
Due to growing concerns regarding the effectiveness of college English education, this study investigated Chinese college EFL learners’ metacognitive listening awareness, language learning strategies, and reading comprehension. Using a descriptive correlation method to describe and explain the relationship among the three variables, 385 first- and second-year non-English major college students from Jilin Animation Institute (JAI) located in Northeast China participated in the research. Weighted mean, ranking, Pearson r, and regression analysis were the statistical tools used to interpret the findings using SPSS. The result showed that female students outperforming male students in employing metacognitive listening awareness strategies in planning evaluation and problem-solving as well as language learning strategies and reading comprehension level concerning literal and analytical comprehension. Furthermore, the students reported often utilizing metacognitive listening awareness strategies, were also inclined to use more language learning strategies frequently, and had a higher reading comprehension. A language learning enhancement program was put forward to strengthen the Chinese EFL learners’ metacognitive listening awareness, facilitate their application of language learning strategies, improve their reading comprehension abilities, and eventually help them become more successful in college English learning.
Keywords: metacognitive listening awareness, language learning strategies, reading comprehension, Chinese EFL learners
DOI: https://doi.org/10.5861/ijrsll.2024.004
Cite this article:
Sun, X. (2024). Metacognitive listening awareness, language learning strategies, and reading comprehension among Chinese EFL learners. International Journal of Research Studies in Language Learning, 10(1), 37-46. https://doi.org/10.5861/ijrsll.2024.004