Revue algérienne des lettres
Volume 6, Numéro 1, Pages 355-364
2022-07-23

Impact Of Metacognitive Strategy Instruction On Second Year Algerian Efl Students’ Listening Performance



Authors : Ali Bacha Sabrina .

Abstract

This research aims at investigating the impact of metacognitive strategy instruction on the listening performance of second-year Algerian EFL students at Abu el Kacem Saad Allah University, in Algiers. It also attempts to examine whether or not students’ metacognitive awareness and their perceived use of the listening strategies, are affected by metacognitive strategy instruction, within the framework of process-based approach. The participants of this quasi-experimental research are 60 second-year Algerian EFL students, randomly assigned into experimental (N=30) and control (N=30) groups. Data were collected through administering a listening IELTS test and a Metacognitive Awareness Listening Questionnaire (MALQ), which are both used before and after the intervention. The results indicate that metacognitive instruction has significantly improved students’ listening performance and has raised their metacognitive awareness.

Keywords

strategy instruction, metacognitive awareness, listening performance, listening strategies, process-based approach.

Les articles similaires

Metacognitive Strategy-based Listening Instruction

Mekhoukh Sohila . 
pages 972-985.

An Investigation Of The Listening Strategies Used By Second-year Efl Students At Biskra University

Saliha Chelli . 
pages 49-68.

The Importance Of Differentiated Instruction In Developing Efl Students’ Writing Performance: The Case Of First-year Students Of English At Batna2 University

Lombarkia Soukeina .  Guerza Radia . 
pages 1349-1364.

Online Learning Vs. Classroom Instruction Of Efl: The Case Of Second Year Licence Students At Kasdi Merbah University-ouargla

Yahia Fatima . 
pages 226-243.

The Impact Of Efl Algerian University Students’ Attitudes On Literary Texts Reading Motivation: The Case Of Second Year English Students At Setif 2 University

Mellit Djihane .  Idri Nadia . 
pages 98-114.

Formats de citation