The Impact of Metacognitive Listening Instruction on EFL Young Learners’ Listening Comprehension

The focus of the present research is on metacognitive listening and the role this type of instruction can play on the improvement of listening skill. This paper examines the effect of metacognitive listening instruction on young learner's listening development. The participants of the study consist of 90 intermediate learners at Kish Air English language institute of Babolsar, Mazandaran, Iran based on Oxford Placement Test. The subjects were divided into one control and one experimental groups. The participants were given the pre- and post-tests of listening to investigate the effectiveness of metacognitive listening instruction on the learners' listening development. The data gathered and analyzed through independent and paired sample T-test. The results indicated that the participants in the experimental group outperformed the control group and experienced improvement in their listening performance. The findings of this study suggest some guidelines for teachers on how to teach metacognitive instruction and promote learners' metacognitive listening strategies.

Metacognitive Listening Instruction, Oxford Placement Test, Young Learners, Listening Comprehension