The Relationship between L2 Listeners’ Metacognitive Awareness of Listening Comprehension and Performance
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Substantial number of recent empirical studies in second language listening has explored and demonstrated the relationship between L2 listeners’ metacognitive awareness and listening performance. To confirm the findings to date on the relationship between the two and to further explore the intrapersonal relationship among the subfactors of metacognitive awareness of second language listening, this study replicated Goh and Hu’s (2014) research which investigated young Chinese ESL learners’ metacognitive awareness which is literally represented by their knowledge and implementation of various listening cognitive and metacognitive strategies used and their perceptions of difficulties and anxiety in listening. A total of 102 tertiary level Korean learners of three EFL courses completed a Metacognitive Awareness Listening Questionnaire (MALQ) immediately after performing two listening performance tasks. The results of bivariate regression analysis corroborated the findings from the previous research on the crucial relationship between metacognitive awareness and L2 listening performance, with 34 percent of variance that accounted for L2 participants’ listening performance. More specifically, particularly closer links were observed between person knowledge and problem-solving subscales of metacognitive awareness and L2 listening performance. Also, significant intrapersonal relationship among problem solving and person knowledge subfactors were found. Further research directions and pedagogical implications are discussed.
Abstract
Substantial number of recent empirical studies in second language listening has explored and demonstrated the relationship between L2 listeners’ metacognitive awareness and listening performance. To confirm the findings to date on the relationship between the two and to further explore the intrapersonal relationship among the subfactors of metacognitive awareness of second language listening, this study replicated Goh and Hu’s (2014) research which investigated young Chinese ESL learners’ metacognitive awareness which is literally represented by their knowledge and implementation of various listening cognitive and metacognitive strategies used and their perceptions of difficulties and anxiety in listening. A total of 102 tertiary level Korean learners of three EFL courses completed a Metacognitive Awareness Listening Questionnaire (MALQ) immediately after performing two listening performance tasks. The results of bivariate regression analysis corroborated the findings from the previous research on the crucial relationship between metacognitive awareness and L2 listening performance, with 34 percent of variance that accounted for L2 participants’ listening performance. More specifically, particularly closer links were observed between person knowledge and problem-solving subscales of metacognitive awareness and L2 listening performance. Also, significant intrapersonal relationship among problem solving and person knowledge subfactors were found. Further research directions and pedagogical implications are discussed.
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