The aim of the current study was to examine the effect of metacognitive instruction on EFL learners’ metacognitive awareness of listening strategies, listening comprehension, and oral language proficiency. Fifty students of two upper-intermediate English courses participated in the study and were sampled as the experimental and control groups. For sixteen weeks the experimental group participat...

AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group recei...

AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group recei...

the present study adopts the perspective that metacognitive strategy instruction is bound to occur inside the classroom especially on oral tasks. accordingly, the researchers investigated whether metacognitive strategy instruction prior to oral tasks was more successful than conventional ways in improving efl learners’ oral proficiency. to this end, 56 participants studying in a language school...

Research regarding the teaching of reading for English as a Foreign Language (EFL) and English as a Second Language (ESL) is still ongoing. This study focused on metacognitive reading strategies for these learners, first revisiting the concept of metacognition as proposed by Flavell, and then going on to explain reading strategies that require metacognitive skills within three knowledge dimensi...

This research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strat...

The present study investigates the impact of training metacognitive strategies in reading comprehension and has been conducted among students from University Putra Malaysia. Forty eight subjects majoring in English including both males and females participated in the study. They have been chosen from first level of reading and divided into two groups, namely, experimental and control group. To ...