Fostering B1 Learners' Listening Comprehension through Metacognitive Strategy Instruction: An Action Research Study
Keywords:
Listening comprehension, Metacognitive strategies, Action Research, ELT, Metacognitive Pedagogical Cycle, B1 levelAbstract
This study investigates the effectiveness of metacognitive strategy instruction in enhancing the listening comprehension abilities of B1-level English as a Foreign Language (EFL) learners. In traditional ELT classrooms, listening instruction frequently focuses on assessing performance rather than guiding the cognitive processes underlying listening. To address this gap, an Action Research design was implemented using Vandergrift’s Metacognitive Pedagogical Cycle over a six-week period with 30 B1-level learners at a private language center. Data were collected through pre- and post-tests (Cambridge PET listening papers) and the Metacognitive Awareness Listening Questionnaire (MALQ). Quantitative analysis revealed a statistically significant improvement in participants' mean test scores (increasing by 21.6%), alongside a notable enhancement in metacognitive planning and a substantial reduction in listening anxiety. The study concludes with practical pedagogical recommendations for language teachers aiming to transition from outcome-based to process-oriented listening instruction
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