Investigating the Impact of Metacognitive Strategy Instruction on Enhancing Listening Skills and Self-Esteem among Iranian EFL Learners

The aim of the current study was to examine the effect of metacognitive strategy instruction on listening comprehension and self-esteem of Iranian EFL learners. To do this, 90 students were selected. The sample population was divided into two groups; namely, control (N=30) and experimental (N=30). The learners in the experimental group would participate in the MSI project. Then Chamot and O'Malley's model (1994) of strategy instruction (five stages) would be applied. After 6-session metacognitive strategy instruction, a post-test (listening comprehension test) would be given to both experimental and control groups. At the end of the instructional sessions, participants in both groups would complete a 5-minute post-test self-esteem scale questionnaire. A 't-test' indicated a significant difference between the scores of the post-tests, meaning that the metacognitive strategy instruction was significantly effective in the experimental group's listening comprehension and self-esteem. Findings led to the conclusion that the experimental group outperformed the control group in listening comprehension and self-esteem. The product of this study can help curriculum designers; language instructors and practitioners appreciate the importance of metacognitive strategy instruction and to introduce metacognitive strategy instruction to students to expand their listening comprehension and self-esteem on tasks of language systematically.

Investigating the Impact of Metacognitive Strategy Instruction on Enhancing Listening Skills and Self-Esteem among Iranian EFL Learners Keywords:

EFL learners , metacognitive strategy instruction , listening comprehension , self-esteem