Assessing Algerian EFL Learners’ Metacognitive Strategy Use in Listening Comprehension

Abstract

Despite the importance attributed to the teaching of English in Algeria which covers the diverse language building blocks namely speaking, writing, reading and listening, students experience constant difficulties with the listening skills. In reality, the listening instruction provided fails to include the strategies that help less-effective learners to understand the oral input with confidence and without any anxiety. Therefore, with the perspective to investigate how listening tasks are processed by EFL learners, an assessment of this proficiency was achieved via adopting a listening test, a questionnaire and a retrospective interview. The results of this investigation helped to uncover the strategies used by Algerian students to overcome their learning difficulties and process the aural input.