The Impact of Metacognitive-Based Strategy Instruction on Learners’ Listening Performance: Case of First-Year EFL Students at the University of Tlemcen

Abstract

Many Previous studies in second language learning have indicated that language acquisition is achieved through receiving language input. Thus, listening is one of those skills; it appears to be a significant contributor to success in second language learning. In spite of its vitality, it remains neglected in second language curriculum. Yet, many EFL learners claim that listening is the most difficult skill to develop as they encounter many hindrances in listening tasks. This study is planned therefore with a broad aims of investigating the impact of metacogntive-based strategy listening instruction in developing EFL learners’ listening performance and awareness of the use of metacognitive strategies. To this end, a pre-experimental study was conducted to first-year EFL students at the English Department in the University of Tlemcen. A triangulation approach has been adapted to collecting data about the situation under investigation, namely, a semi-structured interview, listening proficiency tests, and questionnaire; the data gathered were analyzed both qualitatively and quantitatively. Finally, the results and findings obtained by this investigative study show that metacognitive strategy instruction has an impact on students’ listening performance.