Investigating the Relationship Among Metacognitive Awareness, Self-efficacy, and EFL Learners’ Listening Comprehension Performance
DOI:
https://doi.org/10.17507/tpls.1301.04Keywords:
EFL learners, listening comprehension, metacognitive awareness, self-efficacyAbstract
Listening comprehension is difficult for foreign language learners, but, in recent years, an increasing number of studies assert that enhancing learners’ awareness of listening metacognition and self-efficacy can help address this issue. Accordingly, this research sought to 1) investigate the level of metacognitive listening awareness in performing listening comprehension and 2) to examine the association between EFL students’ listening performance, self-efficacy, and metacognitive listening awareness. The sample comprised 256 third-year English-major students. Students’ self-efficacy and their metacognitive listening awareness were measured using the English listening self-efficacy scale and Metacognitive Awareness Listening Questionnaire (MALQ), respectively. Data were analyzed using descriptive statistics and Pearson correlation coefficient. The findings indicated that the students possessed a modest level of metacognitive listening awareness. A strong positive relationship was observed between MALQ scores and listening comprehension ability. Listening self-efficacy was also discovered to be associated with students' listening proficiency. Additionally, the results of this research indicated a significant association between self-efficacy and students’ awareness of listening metacognition. Overall, the results suggest that teaching EFL listening should place greater emphasis on learners’ metacognitive listening awareness and self-efficacy to improve their listening skills.
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