Author/Authors :
Tabeei ، Shafagh نويسنده M.A Candidate, Department of English Language Teaching and Literature, Ahar Branch, Islamic Azad University, Ahar, Iran , , Nemat Tabrizi ، Amir Reza نويسنده Department of English Language, Payame Noor University, PO BOX 19395-3697, Tehran, IRAN , , Ahmadi ، Ghorban نويسنده Marand Branch, Islamic Azad University, Marand, Iran ,
Abstract :
The purpose of the present study is to investigate the effect of metacognitive strategy instruction on listening comprehension of Iranian English as Foreign Language (EFL) learners at Iran Language Institutes (ILI) in Parsabad, Iran. To do so, 72 EFL learners were selected among 102 learners based on the 1 standard deviation (SD) above and below the mean score of a listening comprehension test. They were divided into two groups, one experimental and one control group. Then, Metacognitive Awareness Listening Questionnaire (MALQ) was administered to identify their metacognitive strategy awareness. The experimental group underwent a treatment based on Chamot and OʹMalley (1994) model and regular instructional plan of ILI, while control group did not receive any strategy-based treatment. A post-test from "Expanding Tactics for Listening" (Richards, 2011), was given to both groups after 6-session instruction. The findings revealed that (a) instruction of metacognitive strategy had positive effect on listening comprehension of Iranian EFL learners and (b) instruction of metacognitive strategy had no differential effect on listening comprehension of female and male learners.
