Iranian EFL Learners’ Performance on Listening and SpeakingTasks in Online Classes and their Metacognitive AwarenessStrategies for Aural and Oral Skills: A Study of GenderDifferences

The present study investigated metacognitive awareness strategies for oral and aural skills among Iranianintermediate students in language Institutes in Shiraz. In addition, it examined learners’ performance onlistening and speaking tasks in the online classes in respect of gender differences. To achieve this goal,two kinds of questionnaires were administered, and eighty intermediate students filled in theMetacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness SpeakingQuestionnaire (MASQ). Furthermore, the student’s scores in listening and speaking tasks in virtualclasses were estimated. The analysis of the data revealed a significant difference between male andfemale language learners' metacognitive awareness strategies both for speaking and listening skills. Theresults indicated that men had a more positive attitude toward metacognitive awareness strategies inspeaking skill in online classes; whereas, women had a more positive attitude towards listening tasks inonline classes. Moreover, male and female language learners’ performance on speaking and listeningtasks was significantly different. In addition, the findings indicated that males were better at listeningperformance and females were better at speaking performance in online classes. Pedagogical implicationsare suggested for an EFL teaching/learning context.

کلیدواژه ها:

Metacognitive Awareness Strategies ، Aural Skills ، Oral Skills ، Listening Tasks ، Speaking Tasks ، Online Classes