The Effect of Metacognitive Instruction on l2 Learners Listening Comprehension Cross Personality Styles: The Case of Introvert/Extrovert Learners

The present study aimed at examining the effects of metacognitive listening instruction on introverted/extroverted learners listening development. Following an OPT, 72 homogeneous intermediate male L2 learners out of 98 students in Kish Air English language institute of Babolsar, Mazandaran, Iran participated in this study. They were divided into one control and two experimental groups. Based on the results of Eysenck Personality Questionnaire (Eysenck, 1999), the experimental group was divided into two groups of introverts and extroverts. The participants were given the pre-test before metacognitive listening treatment and then the learners in the experimental group went through the process of metacognitive listening instruction as proposed by Vandergrift (2004). Following the posttest, to check the effectiveness of the instruction, the data were analyzed through independent- and paired-samples t-tests. The results of the study revealed that metacognitive listening instruction affected the learners listening development with the extroverts outperforming the introverts in the listening tasks. On implication side, the study suggests a need for equipping second language learners with specific strategies for listening comprehension.