Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension

2015 IJRSLL – Volume 4 Issue 1


Bozorgian, Hossein*
University of Mazandaran, Iran (h.bozorgian@umz.ac.ir)


A growing interest in using metacognitive instruction to develop listening comprehension has emerged for almost two decades. This paper investigates the impact of metacognitive instruction on less-skilled and more-skilled learners’ listening comprehension. Thirty-two female adult, Iranian, intermediate level English as a Foreign Language (EFL) learners participated in a ‘strategy-based’ instruction, planning, monitoring and evaluation. Each of three metacognitive strategies focused on promoting learners’ comprehension of International English Language Testing System (IELTS) listening texts. A comparison of pre- and post-test scores showed that the less-skilled learners benefited more from metacognitive instruction than more-skilled learners in IELTS listening tests.

Keywords: metacognitive strategies; metacognitive instruction; listening comprehension; strategy-based instruction; EFL


DOI: https://doi.org/10.5861/ijrsll.2014.748

*Corresponding Author