The effects of metacognitive strategy instruction on English listening comprehension of Grade 7 students at a lower secondary school in Da Nang City

Résumé fourni par la source

Listening comprehension has long been considered challenging to language learners, and language teachers have been seeking instructional approaches to enhancing learners’ strategies and performance in listening. Metacognitive strategy instruction (MSI) emerges as a critical approach to improving not only students’ strategic awareness for, but also their performance in, listening comprehension. This study investigates the effects of MSI on Grade 7 students’ English listening comprehension at a lower secondary school in Da Nang City. Using a mixed-methods quasi-experimental design, the study involves two groups of learners: the experimental group receiving MSI based on the Cognitive Academic Language Learning Approach (CALLA) and the control group following the regular curriculum. The findings indicate that MSI integration by means of teacher modelling, guided practice, and scaffolding can foster learners’ metacognitive awareness, thus leading to increased listening comprehension. The findings provide empirical evidence for the effective integration of MSI in language classrooms.