Author(s)

Chao Zheng ^1,2

Affiliation(s)

¹ College of Education, Arts and Sciences, Lyceum of the Philippines University—Batangas, Batangas, 4200, Philippines
² College of Humanities and Education, Xi'an, Shaanxi, 710123, China

Corresponding Author

Chao Zheng

ABSTRACT

The impact of English listening metacognitive awareness, strategies and self-efficacy of Chinese English majors on their listening ability is of great significance. Understanding the relationship of these factors can provide guidance for English education and help students improve their listening skills. This study analyzes the metacognitive awareness, strategies and self-efficacy of English listening comprehension by surveying the data of 100 Chinese English majors. The results showed that the average score of listening metacognitive awareness was 3.2 (standard deviation 0.5), the average score of listening strategy was 3.8 (standard deviation 0.6), and the average score of self-efficacy was 3.5 (standard deviation 0.4). This indicates that English majors' listening ability is influenced by their metacognitive awareness, strategies and self-efficacy. Students with higher listening metacognitive awareness and strategies tended to exhibit higher self-efficacy, and these factors gradually increased with students' grades. It is suggested that English educators pay attention to cultivating students' listening metacognitive awareness and strategies in teaching, so as to improve their self-efficacy and listening skills. In addition, teachers can adopt diversified listening training methods and provide positive feedback to help students achieve better results in English listening.

KEYWORDS

Strategies and Self-Efficacy, Chinese English Majors, Metacognitive Awareness, English Listening Comprehension

CITE THIS PAPER

Chao Zheng, Metacognitive Awareness, Strategies and Self-Efficacy in English Listening of Chinese English Majors. Curriculum and Teaching Methodology (2023) Vol. 6: 103-111. DOI: http://dx.doi.org/10.23977/curtm.2023.061517.

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