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Ellana Black

Drexel University, USA

 

Abstract

Metacognition is understood to have the ability to enhance learning, and previous research on second language (L2) learning has explored the relationship between listeners’ proficiency and metacognitive strategy use. This quantitative study adds to the existing body of research and explores the underexamined relationship between L2 listening growth and metacognitive strategy use. To explore this potential relationship, 25 university-level learners of English as a second language completed the ACCUPLACER ESL listening test and the Metacognitive Awareness Listening Questionnaire (MALQ). There was no significant correlation found between metacognitive awareness and listening comprehension, nor between any metacognitive listening strategy and listening success or growth. However, findings suggest that more-proficient listeners use more metacognitive strategies, have higher person knowledge, and generally rely on more sophisticated strategies. Additionally, factors other than metacognitive awareness may also influence listeners’ L2 proficiency and strategy use. Specific associations are explored, along with recommendations for educators and researchers.

 

Keywords

Metacognition, listening strategies, MALQ, English (Second Language), L2 listening comprehension