Metacognitive Approaches for Low-Proficiency EFL Undergraduate Students: Enhancing Listening Comprehension in Co-Regulated Environments
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Abstract
This study explored the integration of metacognitive strategies within co-regulated learning environments to improve listening comprehension among low-proficiency English as a Foreign Language (EFL) undergraduate students in Thailand. Sixteen participants, all with A1 and A2 proficiency levels as per the Common European Framework of Reference for Languages (CEFR), were involved. The research objectives were to: (1) evaluate the impact of the intervention on listening comprehension, (2) identify the most effective metacognitive listening strategies, and (3) assess student perceptions of the intervention. A mixed-methods approach was employed, incorporating pre- and post-intervention listening tests, observations, interviews, and the Metacognitive Awareness Listening Questionnaire (MALQ). Quantitative analysis demonstrated a significant improvement in both listening comprehension (t(15) = -5.15, p < 0.001) and metacognitive awareness (t(15) = -2.78, p < 0.05). Qualitative findings highlighted the importance of co-regulated learning in reducing learner anxiety, fostering strategy sharing, and enhancing motivation. The results underscore the effectiveness of combining metacognitive and co-regulated strategies to support low-proficiency learners, suggesting potential avenues for further research, including the long-term retention of strategies and the use of technology to enhance learning outcomes.
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This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.References
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