The Effect of Learner Meta Cognitive Strategy Training and Strategy Use in English Listening Classes: The case of Seka Preparatory School.

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.