The Effects of Metacognitive Listening Instruction on Young Korean EFL Learners' Listening

This paper explores the effects of metacognitive listening instruction on the listening competence and metacognitive awareness of young Korean EFL learners. One hundred twenty-six students in the 6th grade participated in ten specially designed listening lessons. Students in the experimental group (N = 64) were taught listening according to an underlying metacognitive pedagogical sequence. Students in the control group (N = 62) listened to the same texts the same number of times as the experimental group and were allowed to take notes, but they did not receive metacognitive instruction. Data were collected through the TOSEL Junior test, a metacognitive awareness listening questionnaire (MALQ), an open-ended student survey, and a teacher survey. A repeated measures ANOVA was performed to analyze the data. The results showed that students who had received metacognitive instruction improved significantly in their listening performance and strategy use. Furthermore, as metacognitive awareness and strategy use increased, students reported feelings of increased self-efficacy and personal responsibility for learning processes and outcomes.