TY - JOUR ID - 150440 TI - Effects of Metacognitive Strategy Teaching on Intermediate L2 Learners’ Listening Comprehension JO - Journal of Foreign Language Teaching and Translation Studies JA - EFL LA - en SN - AU - Hashemian, Mahmood AU - Farhang-Ju, Maryam AD - Associate Professor of Applied Linguistics, Department of English Language, Faculty of Letters & Humanities, Shahrekord University, Iran AD - Ph.D. Candidate in Applied Linguistics, Department of English Language, Faculty of Letters & Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran Y1 - 2022 PY - 2022 VL - 7 IS - 2 SP - 77 EP - 96 KW - listening KW - listening comprehension KW - L2 Learners KW - Metacognitive strategies DO - 10.22034/efl.2022.339340.1158 N2 - Although listening is a crucial skill to enhance one’s position in academia, this skill is challenging for most L2 learners. The first step to improve L2 learners’ listening skill is to figure out their listening problems and to provide them with appropriate instruction. The aim of the current study was told-fold: (1) It explored Iranian intermediate L2 learners’ listening problems, and (2) it examined the effect of metacognitive strategies’ instruction on Iranian intermediate L2 learners’ listening comprehension. Participants were a random sample of 31 intermediate L2 learners in Iran. The Oxford Placement Test (OPT) was administered to the participants to check their homogeneity. Also, the participants’ listening comprehension was pretested. After 10 treatment sessions, the participants were posttested to check the (possible) changes in their listening comprehension ability. In order to check the participants’ listening problems, they filled Liu’s (2010) Listening Comprehension Processing Problems Questionnaire. Data were analyzed through one samples t test and paired samples t test, whose results indicated that metacognitive strategies elevated the participants’ ability in terms of listening. Results revealed that the participants had problems in the steps of parsing and perception, although the problems were not significant. On the other hand, in the utilization phase, there seemed to be no problem. As a result, applying the findings of this research will help materials developers, curriculum planners, instructional decision-makers, and teachers. UR - https://efl.shbu.ac.ir/article_150440.html L1 - https://efl.shbu.ac.ir/article_150440_fcee5c7c2a2c9cefde502ccb26236219.pdf ER -