Exploring the Effect of Metacognitive Strategy Instruction on EFL Learners’ Listening  Comprehension Skill

Bouzar, Siham; Hamitouche, Fatiha (Directeur de thèse)

dc.contributor.author	Bouzar, Siham
dc.contributor.author	Hamitouche, Fatiha (Directeur de thèse)
dc.date.accessioned	2022-12-06T14:05:48Z
dc.date.available	2022-12-06T14:05:48Z
dc.date.issued	2017
dc.identifier.uri	http://ddeposit.univ-alger2.dz:8080/xmlui/handle/20.500.12387/3875
dc.description.abstract	Abstract The present study investigates the effect of treatment with five (05) metacognitive strategies namely problem solving, planning and evaluation, mental translation, personal knowledge and direct attention on EFL students’ listening comprehension achievement. In this regard, a longitudinal mixed methods case study was carried out involving one hundred (100) informants belonging to first and second years LMD. The researcher made use of a combination of research instruments to collect data such as two written tests (a pre-test and a post test); retrospective interviews, think-aloud protocols, a Metacognitive Awareness Listening Questionnaire (MALQ) as well as learners’ diaries. Listening metacognitive strategy instruction proved to be efficient as it helped in increasing students’ motivation, self-confidence and autonomy.	ar_AR
dc.language.iso	en	ar_AR
dc.publisher	UNIVERSITY OF ALGIERS 2. Faculty of Foreign Languages	ar_AR
dc.subject	Metacognition	ar_AR
dc.subject	metacognitive strategies	ar_AR
dc.subject	metacognitive strategy instruction	ar_AR
dc.subject	Listening comprehension skill	ar_AR
dc.title	Exploring the Effect of Metacognitive Strategy Instruction on EFL Learners’ Listening Comprehension Skill	ar_AR
dc.title.alternative	A case study of First and Second years Algerian LMD Students in the English Department, of the University of Algiers2	ar_AR
dc.type	Thesis	ar_AR