حوليات جامعة قالمة للعلوم الاجتماعية والإنسانية
Volume 15, Numéro 2, Pages 617-639
2021-12-26
Authors : Mekhoukh Sohila .
This paper deals with the effect of a process approach based on a metacognitive listening strategy intervention conducted with 28 upper-intermediate undergraduate 3rd year students at the English Department, Faculty of Arts and Letters, Setif 2 University. It is a mixed-method study, which used listening pre/post-tests, a reflection survey and emotional temperature charts as the main instruments for data collection. Results show that the participants’ perceptions concerning the efficacy of the intervention in improving their listening performance are positive, and their scores in the listening post-test increased to some degree namely for poor listeners. The findings imply that the metacognitive listening strategy instruction can raise listeners’ awareness towards the processes involved in listening comprehension success, and that this type of teaching approach should be encouraged in future L2 listening classes.
EFL listening comprehension ; metacognition ; metacognitive listening strategy instruction ; process-based approach ; strategy awareness
Dib Naouel
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pages 97-109.
Hannache Meriem
.
Ghaouar Nesrine
.
pages 678-698.
Atik Zid Ouahid
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Naoua Mohammed
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pages 523-539.
Ammar Benabed
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Chaima Bekki
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pages 293-312.
جميل الرزي ديالا
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Arar Samira
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pages 27-50.