Fu Ying, Wang Min, Min Shangchao, Zhou Songbo, Pan Xunyi
School of International Studies, Zhejiang University, Hangzhou, China.
Front Psychol. 2023 May 2;14:1148610. doi: 10.3389/fpsyg.2023.1148610. eCollection 2023.
Listening causes great difficulties for EFL learners and little is known concerning the contribution of EFL learners' metacognitive awareness to their listening performance and to their mastery of listening subskill. In the present study, the Metacognitive Awareness Listening Questionnaire (MALQ) and an in-house listening test were used to collect data from 567 Chinese EFL college students. The G-DINA package in R was adopted to identify students' mastery patterns of listening subskills. The correlations of test takers' MALQ results and their listening scores and listening subskills mastery probability were analyzed, respectively, to investigate how test participants' metacognitive awareness relates to their language proficiency and listening subskills. According to the study, learners' metacognitive awareness has a significant positive relationship with their listening performance at overall and subskills levels. The findings of the study provide additional evidence for using the MALQ as an instrument to interpret learners' metacognitive awareness of listening strategies. It is thus recommended that theorists and language teachers involve metacognitive awareness of strategies in listening instructions.
听力给外语学习者带来了很大困难，而关于外语学习者的元认知意识对其听力表现及听力子技能掌握情况的贡献，我们所知甚少。在本研究中，使用了元认知意识听力问卷（MALQ）和一项内部听力测试，从567名中国非英语专业大学生中收集数据。采用R语言中的G-DINA软件包来识别学生听力子技能的掌握模式。分别分析了受试者的MALQ结果与其听力分数以及听力子技能掌握概率之间的相关性，以探究测试参与者的元认知意识与其语言能力和听力子技能之间的关系。根据该研究，学习者的元认知意识在整体和子技能水平上与他们的听力表现有着显著的正相关关系。该研究结果为使用MALQ作为一种解释学习者听力策略元认知意识的工具提供了更多证据。因此建议理论家和语言教师在听力教学中纳入策略的元认知意识。
