خلاصه ماشینی:
"Results indicated that the explicit instruction on the use of metacognitive learning strategies did not lead to promoting the listening comprehension skill of the participants in the experimental group.
If strategy training to promote the listening comprehension skill is deemed advisable, it might be limited to notifying intermediate language learners of metacognitive learning strategies which they are applying to make them develop greater awareness of these strategies.
The materials for practice during the term, which the researchers offerded to both the experimental and the control groups, were the listening comprehension activities selected from New Interchange: Student Book Two (Richards, Hull, and Proctor, 1997).
In other words, there exists a dearth of experimental research on metacognitive learning strategies and explicit instruction of the listening comprehension skill at the intermediate level especially in the Iranian academic context.
To this end we tried to examine the effect of explicit instruction of metacognitive learning strategies on intermediate language learners’ listening comprehension skill.
Does explicit instruction of metacognitive language learning strategies enhance intermediate language learners’ listening comprehension skill?
Considering the importance of listening comprehension as well as effective use of metacognitive strategies, the researchers aim to investigate whether explicit instruction of metacognitive strategies can enhance the listening comprehension skills of Iranian learners of English Abstract Metacognitive strategies have been the subject of a host of studies in second foreign language learning.
The present study attempted to investigate the effect of explicit instruction of metacognitive learning strategies on the intermediate language learners’ listening comprehension skill."