NAVIGATING LISTENING TASKS: AN ANALYSIS OF METACOGNITIVE STRATEGY USE AMONG EFL STUDENTS AT UNIROW TUBAN
Keywords:
Listening Skills, Metacognitive Strategies, EFL StudentsAbstract
This study investigates the application of metacognitive strategies in listening comprehension for learners of English as a foreign language (EFL) in the second semester at UNIROW Tuban. The research group consisted of 20 students who used Intermediate Listening lecture materials. This study used a qualitative descriptive approach, with data collected through questionnaires and interviews. The findings showed that all five types of metacognitive strategies—Planning and Evaluation, Focused Attention, Personal Knowledge, Mental Translation, and Problem Solving—were frequently used, with the Problem Solving strategy being the most dominant. The results of the study show that all five types of metacognitive strategies have been used frequently, according to the analysis of average scores, with each sub-scale falling into the High group (average score > 3.5). The Problem Solving category had the highest overall average score (M = 4.17), indicating that students mostly relied on listening skills such as context, prior knowledge, and drawing conclusions. These actions demonstrate critical thinking and active participation during the comprehension process. This study also highlights distinctive elements, such as the continued reliance on Mental Translation despite its global discouragement, as well as the gap between students' perception and application of strategies. Emotional reactions associated with strategy use are also recognised as factors influencing students' listening experiences. Despite facing challenges such as audio that was too fast, unfamiliar vocabulary, and difficulty understanding certain accents, students reported significant benefits, such as improved vocabulary mastery and confidence in listening skills. Overall, these results validate the effectiveness of metacognitive strategies while also demonstrating the need for better pedagogical support and emotional understanding in their application.
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