The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?

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Published: Nov 17, 2015
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2015-11-17 (1)
DOI: https://doi.org/10.18844/gjflt.v5i0.51

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Abstract

The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group.

 

Keywords: MALQ, metacognitive instruction, metacognitive awareness

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The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?. (2015). Global Journal of Foreign Language Teaching, 5(1), 101–113. https://doi.org/10.18844/gjflt.v5i0.51
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Vol. 5 No. 1 (2015): May
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