Chinese EFL Learners’ Metacognitive Knowledge in Listening: A Survey Study
This study investigated Chinese EFL learners’ (N = 1,044) current level of metacognitive knowledge in listening. Results show that Chinese undergraduates have a fairly high degree of metacognitive awareness of listening learning in aspects like person knowledge, planning, and problem solving but not in strategies like directed attention, online-appraisal and mental translation. The finding lends further evidence to what was reported by other scholars. Finally, the pedagogical implications of findings from this study are discussed.
KeywordsMetacognitive knowledge MALQ L2 listening
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