Effect of Meta-cognitive Listening Teaching Instruction and Awareness on Chinese High School Students

Abstract

This experimental study investigated the effects of MLTI[1] on Chinese high school students. The intent was to measure the samples’ awareness and listening performance by MLTI to provide some pedagogical insights on the audition for Chinese high school students studying English. The study was conducted with 117 samples. The samples were randomly assigned into two groups, an EG[2] (N = 58) and a CG[3] (N = 59).To determine the listening comprehension ability of the samples, a listening pretest was administered to the samples before the experiment. A Listening Test and MALQ[4] were taken during the tests. The EG received an eight-week treatment of meta-cognitive listening strategies. The results revealed that MLTI had a positive effect on students’ meta-cognitive listening awareness especially on planning and problem-solving awareness and MLTI could improve students’ English listening performance by comparing the mean of the pretest and post-test scores (EG=97.41; CG =89.77). The MLTI remarkably enhanced students' listening comprehension, therefore, it should be integrated into listening teaching programs to help language learners become more effective listeners.