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(2017). The Use of Metacognitive Strategies by ESL Tertiary Learners in Learning IELTS Listening Course. International Journal of English Language and Literature Studies, 6(1): 11-24. DOI: 10.18488/journal.23.2017.61.11.24
Listening, in general, is a challenging language skill for many learners
in which they usually face frustration (Arnold, 2000; Goh, 2000). The
emphasis of this study is to identify the experiences of ESL learners
when learning the listening skill for IELTS while applying metacognitive
strategies in learning. The research instrument used in the present
study is the semi-structured interviews with the aim of gaining
foundational understanding from the selected respondents regarding their
use of metacognitive strategies in learning the listening skills for
the IELTS examination. The qualitative results of this study were based
on interviews conducted among 10 participants who are undergraduate
students, underwent an intervention programme which was designed for
them to acquire the listening skills using the metacognitive strategies.
The semi-structured interviews were recorded and transcribed for
analysis by using the coding method. Findings of this study suggest that
metacognitive strategies presents a viable solution for acquiring
appropriate skills in the listening component because although most
individuals of normal intelligence engage in metacognitive regulation
when confronted with an effortful cognitive task, some are more
metacognitive than others. Those with greater metacognitive abilities
tend to be more successful in their cognitive endeavours. Additionally,
it was also found to have positively impacted learning behaviours with
the learners being receptive to the changes and gaining more confidence
with independently learning. There is a vast potential that can still be
evaluated for the application of metacognitive strategies with other
level of learners for acquiring appropriate listening skills in the