A Qualitative Study of the Impact of Cognitive and Metacognitive Strategies on EFL Learners’ Listening Comprehension
This study was an attempt to examine the contribution of cognitive and metacognitive strategies to EFL learners’ listening comprehension performance. Ten EFL students participated in this study and received five sessions of listening practice and strategy training based on O’Malley and Chamot’s (1990-1995) classification of learning strategies using CALLA model proposed by Chamot et al. (1999). After strategy training, the learners were interviewed to gain insights into their mind as to the contribution of strategies to raise their awareness and improve their listening comprehension. They reported that cognitive and metacognitive strategies helped them regulate their listening process more efficiently. They also mentioned that their evaluation skills improved and they could manage their listening ability in a more directed way. The strategies also helped the students to become aware of their listening problems and to learn how to overcome them. The most frequent and the least frequent cognitive and metacognitive strategies are presented and discussed. Pedagogical implications for teachers, language learners, and material developers are presented in the end.
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