Metacognitive Instruction in Second Language Listening: Does Language Proficiency Matter?

Abstract

The metacognitive approach to listening is drawing increasing attention in the field of second language learning (Vandergrift & Goh, 2012). Nevertheless, the findings of the effects of the metacognitive approach on metacognitive knowledge and listening comprehension are inconclusive, and the impact of language proficiency on how much metacognition intervenes is not certain yet (Vandergrift & Baker, 2018). This study investigates the impact of language proficiency on metacognition in implementing the metacognitive approach and examines whether language proficiency has the same impact on different aspects of metacognition as measured by the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Tafaghodtari & Mareschal, 2006). One hundred twelve non-English majors in a university in China participated in this study. Results showed that the listening performance of the experimental group improved significantly compared with that of the control group. This might be attributed to the holistic nature of the metacognitive approach. However, the lower language proficiency may have constrained learners’ engagement in metacognitive activities as the participants had trouble in using some real-time strategies successfully due to their lower language proficiency. Overall, the findings provide support for and shed light on implementing the metacognitive approach.