Abstract:
This paper reports on a quasi-experimental research investigate the effect of meta
cognitive listening strategy training on EFL (in the context of Ethiopia) learners’ listening
comprehension and the meta cognitive listening strategy use. The subjects of the study
were 40 students enrolled in 4 weeks or 12 hours English listening comprehension
program. During the training, 20 students in the treatment (intervention) group were
provided with a list of Meta cognitive strategies and their description and were taught
how to use them the other while 20 students in the control (comparison) group took the
courses of listening in old (normal) way. Before the training, the learners had filled a
MALQ(meta cognitive awareness listening questionnaire) and a pre test was given to
investigate their awareness of the strategy and listening comprehension level meaning
whether they have a common awareness and proficiency level or not. At the end of the
training a listening parallel post test was given considering its reliability and validity for
both groups. The analysis of the test score using independent t-test reveals that the
treatment (intervention) group did a statistically better in the test. So Meta Cognitive
strategy training has a positive and significant relation with listening proficiency. The
implication of the study is that Meta cognitive strategy training should be incorporated
into the regular listening teaching program to help students become more effective
listeners.
