Process- vs. Product-based Approach in Listening Comprehension: Metacognitive Instruction or Taking Frequent Tests (Research Paper)

The primary goal of this study is to investigate the impact of frequent testing and the influence of metacognitive intervention on EFL learners’ listening comprehension across different test items. Therefore, ۷۵ out of ۱۰۰ Iranian upper-intermediate EFL learners (aged ۱۶ to ۳۰) were selected through an OPT and were divided into three equal proficiency level groups. The first experimental group received the frequent testing; the second experimental group received metacognitive intervention, and the third, as a control group, received a conventional method without frequent testing and metacognitive intervention. Pre- and post-tests in listening were conducted on all participants to evaluate their listening skill proficiency. Moreover, the metacognitive awareness listening questionnaire was given to all groups. The results demonstrated that both the groups who underwent frequent testing and those who received metacognitive intervention showed a superior impact on listening skill compared to the control group. Furthermore, the two experimental groups had no significant difference in their listening comprehension. Moreover, both experimental groups showed a significant improvement in EFL learners’ metacognitive awareness when compared to the control group. The findings have pedagogical implications for curriculum designers and for teachers to have insights into how language learning takes place.he primary goal of this study is to investigate the impact of frequent testing and the influence of metacognitive intervention on EFL learners’ listening comprehension across different test items. Therefore, ۷۵ out of ۱۰۰ Iranian upper-intermediate EFL learners (aged ۱۶ to ۳۰) were selected through an OPT and were divided into three equal proficiency level groups.

کلیدواژه ها:

EFL learners ، Frequent Tests ، listening comprehension ، metacognitive instruction