Effects of Explicit Metacognitive Strategy Training on Listening Comprehension and Metacognitive Awareness of Secondary School Students
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Abstract
This study aimed to examine the Effects of explicit metacognitive listening strategy training on the listening comprehension skills and metacognitive awareness of secondary school students. Since the researchers used intact groups (two sections from a school) for the purpose of this study, the non-equivalent quasi experimental design was applied. This enabled us to compare the possible effects of the metacognitive strategies on the listening comprehension and awareness of students. A mixed approach which combined quantitative and qualitative data was used. The main tools of the study were tests and metacognitive awareness listening questionnaires (MALQ). Intervention was carried out for the control and treatment group participant students in teaching listening skills. Moreover, tests and metacognitive awareness listening questionnaires were administered to the participant students both before and after the intervention. The data gathered through the test and metacognitive awareness listen questionnaire were analyzed using SPSS application. The paired and independent sample t tests were computed to see the mean differences in the two groups. Open ended items in the questionnaire were analyzed using qualitative approach. The finding of the paired and independent sample t-test revealed that there was statistically significant difference between the treatment and control groups. The treatment group participants showed better improvements in their listening comprehension skills compared to the control group participant students. The results from the metacognitive awareness listening questionnaires indicated that the participant students gained some kind of experiences on their awareness of the listening metacognitive strategies. In general, the findings of this study provides the potential benefits of the listening metacognitive strategy training for improving L2 listening comprehension skills of Ethiopian secondary school students.
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