Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online)

Chinese-Speaking Students’ Use of Metacognitive Listening Strategies to Understand English Video Materials
Lu-Fang Lin

Abstract
Metacognitive awareness plays an essential role in listening comprehension. Little research has been conducted on metacognitive strategy use when second language learners listen to authentic oral input. The purpose of the study was first to investigate what metacognitive listening strategies are used by English learners most and least frequently. Second, the study examined whether there are significant intrapersonal differences in strategy use in terms of the learner variables of gender, academic background, and grade. In total, 160 students taking English courses in a Taiwanese university joined the study. Each participant viewed two online video clips and immediately completed the metacognitive awareness survey. The descriptive statistics results show that most participants utilized their experience and knowledge to help them understand the oral input. The independentsample t-test results revealed that there were some significant differences between the groups in terms of the three variables. Finally, instructional recommendations are presented to enhance L2 listening instruction

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