The impact of metacognitive instruction on listening comprehension performance, metacognitive listening awareness, and listening anxiety of EFL listeners at the tertiary level in Turkey

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Thesis Type: Postgraduate

Institution Of The Thesis: Yildiz Technical University, Faculty of Education, Department of Foreign Languages, Turkey

Approval Date: 2023

Thesis Language: English

Student: Berke Sarısoy

Supervisor: Suzan Kavanoz

Open Archive Collection: AVESIS Open Access Collection

Abstract:

This study aimed to examine the impact of eight weeks of process-based metacognitive listening training on the listening performance, metacognitive awareness and listening anxiety of B1 level 43 Turkish EFL listeners at a state university. This study employed a mixed-methods design involving quasi-experimental design with a pre-and post-test, experimental-control group and qualitative data. The quantitative data were collected using listening section of Preliminary English Test (PET) as a pretest, post-test, and delayed post-test to evaluate the participants' listening comprehension. Second, metacognitive awareness of listening was examined with the Metacognitive Awareness Listening Questionnaire (MALQ) before, during, and after metacognitive instruction. Thirdly, the Foreign Language Listening Anxiety Scale (FOLLAS) was used to assess the participants' levels of listening anxiety before and after the intervention. The qualitative data were collected through semi-structured interviews to examine participants' attitudes regarding metacognitive instruction. The results show that in comparison to traditional listening instruction, metacognitive instruction did not result in a statistically significant improvement in the listening performance of L2 learners. However, it was discovered that the intervention improved the metacognitive listening awareness of the participants in the experimental group. Similarly, the results indicate that metacognitive listening instruction enabled learners to reduce listening anxiety levels significantly. Finally, in light of the relevant literature, the research discussion of the findings and suggestions for future research on listening instruction are presented.