Much research has been done abroad in the area of SLA. However, further research is needed to obtain more empirical evidence about the conditions that allow learners to benefit from direct instruction to develop their L2 competence. In comparison, little research has been conducted in Chile in which English is the object study and even less where the focus lies on the use of metacognitive strategies in listening comprehension. The objective of this study was to find empirical evidence for the improvement in listening comprehension task results in senior English-Spanish translation college students after consciously focusing on the use of metacognitive strategies. The study used an experimental and a control group, both performing the same listening comprehension tasks though only the experimental group used three categories of metacognitive strategies: planning, monitoring, and evaluation. Results suggest that the use of these strategies improves ESL learners’ performance in listening comprehension tasks.
Keywords:
metacognitive strategies, listening comprehension, Second Language Acquisition (SLA)
Sandoval Zúñiga, M. S., Gómez Álvarez, L., & Sáez Carrillo, K. (2010). Metacognitive strategies in listening comprehension tasks in English as a second language. Lenguas Modernas, (36), Pág. 25–44. Retrieved from https://anales.uchile.cl/index.php/LM/article/view/30679
