Investigating the extent of using metacognitive strategies to understand audio text by Iranian Arabic learners

Language learners’ use of metacognitive strategies as one of the most important factors for developing thinking plays an important role in improving their understanding of audio texts. Therefore, the current research tries to identify the use of metacognitive strategies of audio text comprehension by Iranian Arabic learners on the one hand by using the descriptive-survey method, and on the other hand, the presence or absence of a significant difference in the use to evaluate these strategies based on two variables: academic semester and gender. In order to research these goals, a questionnaire called (MALQ) was prepared which was completed by 180 students of Arabic language and literature in Iran’s public universities as a statistical sample. The findings showed: students have used all metacognitive strategies related to understanding audio texts to a great extent. Students have benefited most from problem solving strategies, planning-evaluation, mental translation, directed attention and individual knowledge respectively in understanding the audio text. Statistically, there is no significant difference between the opinions of male and female students of different academic semesters regarding the use of metacognitive strategies to understand the audio text.