Impact of the implementation of metacognitive strategies in the performance of 10th graders’ listening sub-skills.

Abstract

Traditionally, listening comprehension skills in English classes are limited to fill-in-the-blank activities. Therefore, it has not been given the importance it deserves to reinforce learners' listening sub-skills. Moreover, there is a lack of training for them to consciously use metacognitive strategies to monitor their own listening process. In this master's thesis, the action research (AR) procedure was utilized. Qualitative and quantitative data were collected. Two focus groups (control and experimental) of 19 students each from the tenth grade at a public school in the city of Cali were selected. A metacognitive listening booklet was designed consisting of a pre-test, post-test, and five metacognitive interventions. These were elaborated based on the theory of authors such as Vandergrift and Goh (2012) and Wilson (2008) among others. Then, the results obtained after implementation in the experimental group are shown. Finally, conclusions are presented in which it is determined that there was a slightly positive impact on the listening sub-skills, mainly in predicting, inferring, and listening for global understanding in the group exposed to the metacognitive intervention. The most significant impact was on their metacognitive awareness. However, some suggestions are made for colleagues who may be interested in implementing this study in the future.