Exploring the impact of metacognitive strategies on intermediate learners' listening comprehension skills
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Authors
Kelimberdiyeva, Altyn
Paviz, Khuriya
Yermaganbetova, Nurzada
Mauytova, Zhannur
Kurbangaliyev, Miras
Nabiyeva, Aigerim
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background and Purpose: Improving intermediate learners' listening comprehension is a typical problem in English language learning that this lesson study attempts to solve. According to earlier research, listening comprehension might be especially challenging when complex accents and paraphrases are involved since it requires real-time processing. Metacognitive strategies that help students organize, track, and assess their listening processes are frequently ignored in traditional listening training. This study investigates how teaching metacognitive strategies can improve self-regulated listening and boost comprehension in general. As the target students yielded lower scores in the external monitoring examination, that is held twice a year to define students’ weaknesses, inform and revise the curriculum.
Aims: The study's main objective was to assess how teaching metacognitive strategies like anticipating, tracking, and assessing affects the listening comprehension of intermediate-level students. It was aimed to find out if these techniques could help students understand spoken English to complete different listening question types.
Study Design and Methodology: 28 intermediate students, ages 14 to 15, from an intellectual school in Kazakhstan participated in this study. Three research lessons that addressed various facets of applying metacognitive strategies in listening were part of the intervention. Student interviews, classroom observations, and pre- and post-tests were data collection tools. We evaluated how students' awareness and application of listening methods had changed using the Metacognitive Awareness Listening Questionnaire (MALQ).
Findings: According to the study, students' listening comprehension significantly improved after using metacognitive techniques. Students at the highest levels gained the most, successfully using metacognitive techniques. While low attaining students reported feeling more confident when processing complex audio passages, mid attaining students showed improvements in handling paraphrased language and remembering details.
Conclusion, Originality, Value, and Implications: This study emphasizes the benefits of teaching intermediate learners metacognitive strategies and enhancement of listening comprehension and promotion of self-regulation. Therefore, in order to accommodate different learners, we advise routinely integrating metacognitive skills into listening teaching. This strategy fosters long-term success in language learning by improving understanding and boosting learners' self-esteem.
Aims: The study's main objective was to assess how teaching metacognitive strategies like anticipating, tracking, and assessing affects the listening comprehension of intermediate-level students. It was aimed to find out if these techniques could help students understand spoken English to complete different listening question types.
Study Design and Methodology: 28 intermediate students, ages 14 to 15, from an intellectual school in Kazakhstan participated in this study. Three research lessons that addressed various facets of applying metacognitive strategies in listening were part of the intervention. Student interviews, classroom observations, and pre- and post-tests were data collection tools. We evaluated how students' awareness and application of listening methods had changed using the Metacognitive Awareness Listening Questionnaire (MALQ).
Findings: According to the study, students' listening comprehension significantly improved after using metacognitive techniques. Students at the highest levels gained the most, successfully using metacognitive techniques. While low attaining students reported feeling more confident when processing complex audio passages, mid attaining students showed improvements in handling paraphrased language and remembering details.
Conclusion, Originality, Value, and Implications: This study emphasizes the benefits of teaching intermediate learners metacognitive strategies and enhancement of listening comprehension and promotion of self-regulation. Therefore, in order to accommodate different learners, we advise routinely integrating metacognitive skills into listening teaching. This strategy fosters long-term success in language learning by improving understanding and boosting learners' self-esteem.
Description
Keywords (free text)
metacognition , metacognitive strategies , english language learning , intermediate language learners , MALQ