#4014. THE RELATIONSHIP BETWEEN L2 LISTENING AND METACOGNITIVE AWARENESS ACROSS LISTENING TESTS AND LEARNER SAMPLES

September 2026publication date
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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Communication;
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Abstract:
To better understand the relationship between second-language (L2) listening comprehension and metacognitive awareness, we examined the moderating effects of listening tests and learner samples while focusing on aspects of metacognitive awareness. Students of English-as-a-foreign-language at a university (n = 75; the 20XX cohort) took the Test of English as a Foreign Language Institutional Testing Program (TOEFL ITP®) test. Another group of students (n = 107; the 20XX cohort) took the TOEFL ITP and MALQ. Random forest analysis was applied to the results of the 20XX cohort, showing that, in order of importance, person knowledge, mental translation, and directed attention were related to listening comprehension in both listening tests. Problem solving was not related in either listening test. Comparison between the TOEFL ITP results showed that only person knowledge was related to listening comprehension across the two cohorts, indicating a strong generalizability of person knowledge and weak generalizability of the remaining metacognitive strategies across learners.
Keywords:
Metacognitive awareness; listening comprehension; L2; generalizability; language learners

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