Table of Contents
ISRN Education
Volume 2012 (2012), Article ID 734085, 6 pages
http://dx.doi.org/10.5402/2012/734085
Research Article

Metacognitive Instruction Does Improve Listening Comprehension

Queensland University of Technology, Faculty of Education, Centre for Learning Innovation, Brisbane, QLD 4059, Australia

Received 7 December 2011; Accepted 26 February 2012

Academic Editors: B. W. Baldwin and H. Weizman

Copyright © 2012 Hossein Bozorgian. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This paper reports on a small-scale study, which looked into the impact of metacognitive instruction on listeners' comprehension. Twenty-eight adult, Iranian, high-intermediate level EFL listeners participated in a “strategy-based” approach of advance organisation, directed attention, selective attention, and self-management in each of four listening lessons focused on improving listeners' comprehension of IELTS listening texts. A comparison of pretest and posttest scores showed that the “less-skilled” listeners improved more than “more-skilled” listeners in the IELTS listening tests. Findings also supported the view that metacognitive instruction assisted listeners in considering the process of listening input and promoting listening comprehension ability.