Rengifo Rivera, Diana LorenaCardozo Carrillo, Carolina2023-02-142022-01-012023-02-142022-01-01360166http://hdl.handle.net/10906/98991Traditionally, 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.122 páginasDigitalapplication/pdfspaEL AUTOR, expresa que la obra objeto de la presente autorización es original y la elaboró sin quebrantar ni suplantar los derechos de autor de terceros, y de tal forma, la obra es de su exclusiva autoría y tiene la titularidad sobre éste. PARÁGRAFO: en caso de queja o acción por parte de un tercero referente a los derechos de autor sobre el artículo, folleto o libro en cuestión, EL AUTOR, asumirá la responsabilidad total, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos, la Universidad Icesi actúa como un tercero de buena fe. Esta autorización, permite a la Universidad Icesi, de forma indefinida, para que en los términos establecidos en la Ley 23 de 1982, la Ley 44 de 1993, leyes y jurisprudencia vigente al respecto, haga publicación de este con fines educativos Todo persona que consulte ya sea la biblioteca o en medio electrónico podrá copiar apartes del texto citando siempre la fuentes, es decir el título del trabajo y el autor.http://creativecommons.org/licenses/by-nc-nd/4.0/http://biblioteca2.icesi.edu.co/cgi-olib?oid=360166info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Habilidad auditivaHabilidades comunicativasMetacogniciónEstrategias metacognitivasComprensión auditivaIdiomas extranjerosAprendizaje de idiomasAprendizaje del inglésEnseñanza del inglésTésisDepartamento de IdiomasEducaciónDepartamento de PedagogíaMaestría en la Enseñanza del Ingléshttp://purl.org/coar/resource_type/c_bdccinstname:Universidad Icesireponame:Biblioteca Digitalrepourl:https://repository.icesi.edu.co/http://purl.org/coar/access_right/c_abf2