Investigating the correlation between students metacognitive awareness and their listening proficiency: the case of first year LMD students of english at Larbi Ben M’hidi University
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Date
2023
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University of Oum El Bouaghi
Abstract
This research is carried out to examine the relationship betweenstudents' metacognitive awareness and listening proficiency in the Algerian EFL context.Its main objective is to evaluate the extent to which metacognitive awareness influences second-language learners' listening proficiency. Accordingly, a correlational study was utilized in order to examine the research hypotheses. A sample of 51 first-year second-language learners participated in this study. Listening proficiency was measured through a British Council Listening Proficiency Test while metacognitive awareness was assessed using a Metacognitive Awareness Listening Questionnaire through which the data were collected. The results obtained revealed a weak positive relationship between students' metacognitive awareness and listening proficiency scores, indicating that the application of the metacognitive awareness strategies while listening does not necessarily lead to the improvement of listening proficiency. However, students' listening skills can be improved through the increase of their metacognitive awareness apropos their listening practice. To sum up, the development of metacognitive skills is recommended to strengthen students' listening proficiency, with students actively participating in self-monitoring and reflection, and teachers incorporating metacognitive training in language learning.
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Keywords
Second Language; Metacognitive awareness; EFL; Listening proficiency