Effects of Listening Strategy Instruction Incorporating Intensive and Extensive Listening on Listening Skills and Metacognitive Awareness

Abstract

This study aimed to examine the effects of listening strategy instruction incorporating intensive and extensive listening on undergraduate hospitality students’ listening skills and metacognitive awareness. The design of the study was an embedded experimental mixed-methods design. The participants were 10 first-year students in the hospitality program whose English proficiency was, on average, low. Listening pre-tests and post-tests including, a listening achievement test and a metacognitive awareness listening questionnaire (MALQ), were administered to participants. During the intervention, students were asked to keep a student reflective journal. At the end of the intervention, a one-on-one semi-structured interview was conducted with participants individually. The quantitative analysis showed that after being exposed to the intervention for 9 weeks, listening skills and metacognitive awareness statistically and significantly improved. The qualitative analysis revealed that the use of listening strategies can facilitate listening comprehension. In addition, the findings of the present study emphasized the need forlistening strategy instruction for low proficiency learners.