Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension

Bozorgian, Hossein (2015) Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension. International Journal of Research Studies in Language Learning, 4(1), pp. 3-12.

View at publisher


A growing interest in using metacognitive instruction to develop listening comprehension has emerged for almost two decades. This paper investigates the impact of metacognitive instruction on less-skilled and more-skilled learners’ listening comprehension. Thirty-two female adult, Iranian, intermediate level English as a Foreign Language (EFL) learners participated in a ‘strategy-based’ instruction, planning, monitoring and evaluation. Each of three metacognitive strategies focused on promoting learners’ comprehension of International English Language Testing System (IELTS) listening texts. A comparison of pre- and post-test scores showed that the less-skilled learners benefited more from metacognitive instruction than more-skilled learners in IELTS listening tests.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 70513
Item Type: Journal Article
Refereed: Yes
DOI: 10.5861/ijrsll.2014.748
ISSN: 2243-7754
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Consortia Academia Publishing
Deposited On: 02 Apr 2015 00:47
Last Modified: 07 Apr 2015 04:48

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page