Metacognitive Listening Strategy Use among EFL Learners with Different Personality Styles

The present study aimed at examining the use of metacognitive listening strategies among introverted/extroverted EFL learners. Thirty seven homogeneous intermediate male L2 learners studying in Kish Air English language institute of Babolsar, Mazandaran, Iran participated in this study. The students were asked to fill the Esyneck Personality Questionnaire (1999) to be categorized as either introvert or extrovert. The participants went through a ten-week intervention program in metacognitive instruction with its focus on the use of metacognitive strategies during listening. In this regard, Metacognitive Awareness Listening Questionnaire (Vandergrift, Goh, Tafaghodtari & Mareschal, 2006) (including problem-solving, planning and evaluation, translation, person knowledge, and directed attention) was also distributed among the learners after the treatment to assess the learners' use of different categories of metacognitive strategies. The data were analyzed through One-way ANOVA. The results of the descriptive statistics showed that three categories of metacognitive strategies including planning and evaluation strategies, directed attention and problem solving were used more by the extroverted learners. On implication side, the study may help teachers to have a better understanding of listeners’ metacognitive awareness and learners to find an effective approach to obtain success in listening tasks.

Metacognitive Awareness Listening Questionnaire (MALQ), Personality Style, Eysenck Personality Questionnaire (EPQ), Introvert/ Extrovert