Exploring the Relationship between Iranian EFL Learners’ Metacognitive Awareness Strategies for Listening Skill and their Performance on Listening Tasks in Online Classes: A Correlational Study

The present study investigated the relationship between metacognitive awareness strategies for listening skill and listening performance among Iranian intermediate language learners studying English as a foreign language in online classes at language institutes in Shiraz. To achieve this goal, eighty EFL learners filled in the Metacognitive Awareness Listening Questionnaire (MALQ) with five subparts including problem-solving, planning and evaluation, translation, personal knowledge, and directed attention. In addition, IELTS Listening Scale was used to estimate the participants’ performance on listening tasks in online classes. The results revealed a statistically significant positive relationship between learners’ listening performance and their metacognitive awareness strategies for listening skill.

Keywords:

“Metacognitive Awareness Strategies” , “Listening Skill” , “Online Classes”