The Relationship between Metacognitive Awareness Strategies and Listening Comprehension and its Use Frequency among Iranian EFL Learners

The purpose of the present study is to explore the relationship between metacognitive awareness strategies and listening comprehension. 80 EFL learners were selected as the participants of this study. The participants were homogenized by taking Michigan Test. To collect data, three instruments were used: Michigan Test, listening comprehension test, and Metacognitive Awareness of Strategy Inventory (MASI) questionnaire. At the homogeneity stage, the researcher gave Michigan Test to all the 80 learners to assess their current listening level. After the 80 participants were chosen, during the term, the participants attended the general English course at the university. At the end of the term, the researcher gave them listening comprehension test and Metacognitive Awareness of Strategy Inventory (MASI) questionnaire. After the data collection, the data were given to the SPSS and a Pearson Correlation test was run. The results showed that there is a significant and positive relationship between using metacognitive awareness strategies and improvement of listening comprehension ability. Additionally, the participants use metacognitive awareness strategies moderately. Teachers, researchers and material developers are addressed by the findings of the present study to pay especial attention to metacognitive awareness strategies in their teaching, investigating and developing materials respectively.

کلیدواژه ها:

Metacognitive Awareness Strategies ، Listening Comprehension ، Iranian EFL Learners