Implementing the Metacognitive Pedagogical Cycle: Effects on Listening Performance and Learners’ Perceptions

Abstract

This study evaluates the effects of the metacognitive pedagogical cycle on EFL learners’ listening performance and their perceptions regarding the metacognitive pedagogical cycle. A total of 62 learners from two intact classes participated in this study based on the convenience sampling technique. One class was randomly selected as the experimental group (N=31), which received the metacognitive pedagogical cycle as the intervention, and the other class was the control group (N=31), which underwent the conventional approach. After 14 weeks of intervention, a listening test for TEM-4 was used to evaluate learners’ listening comprehension performance, and a semi-structured interview was utilized to collect learners’ attitudes toward the metacognitive pedagogical cycle. Results showed that learners in the experimental group outperformed learners in the control group regarding listening performance. Moreover, learners held positive attitudes toward the metacognitive pedagogical cycle. Furthermore, this metacognitive process-based approach to listening is recognized to have transferability beyond the second language classroom. At last, suggestions were made for implementing metacognitive instruction within the existing education system.