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By reviewing existing instruments on listening comprehension problems and metacognitive listening strategy use, this study detects shortcomings and adapts prior tools with supplementary sections and items. The revised questionnaires, LCPQ and MLSQ, are validated by experts (n=3) and through a field test (n=28). Expert review revises 9 LCPQ items and 6 MLSQ items, with reliability assessed via Cronbach’s alpha > 0.7.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-validation-of-self-perception-of-esl-learners-listening-comprehension-problems-and-metacognitive-listening-strategy-use-article/589877/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-validation-of-self-perception-of-esl-learners-listening-comprehension-problems-and-metacognitive-listening-strategy-use-article/589877.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about listening comprehension in ESL learners?","Question",{"text":112,"@type":113},"It focuses on listening comprehension problems and the role of insufficient metacognition in listening, noting limitations in earlier instruments and their adaptation across contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which questionnaires were adapted and how were they developed?",{"text":117,"@type":113},"The study adapted LCPQ and MLSQ by adding supplementary sections such as a demographic section, comments columns, and open-ended questions to form a new instrument.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the new instrument validated and what did the results show?",{"text":121,"@type":113},"Validation involved expert review (n=3) and a field test (n=28). 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Through reviewing the developed instruments on listening comprehension problems and metacognitive listening strategy use, some shortcomings can be detected in available instruments. This paper adapts the previous instruments and seeks to explore their shortcomings by adding supplementary sections and items to them. It also aims to validate the new instrument. The adapted questionnaires are Listening Comprehension Problems Questionnaire (LCPQ) and Metacognitive Listening Strategy Questionnaire (MLSQ) . The adapted instrument is validated by a panel of experts (n= 3) and a Field- Test (n= 28) . The changes are presented in this paper. Results show 9 items of LCPQ and 6 items of MLSQ have been revised by the experts. The modified questionnaires were tested for their internal reliability and the Cronbach’s alpha values were greater than 0.7. According to the Field-Test’s results, 2 items are added to LCPQ and 1 item is added to MLSQ. Moreover, 1 item of LCPQ and 1 item of MLSQ are changed by applying participant’s comments. The developed instrument named‘Self- perception of LCP (Listening Comprehension Problems) and MLSU (Metacognitive Listening Strategy Use)’ is predicted to be effective for researchers who are concerned with the same area in different contexts. The new instrument will help researchers to identify the perceived metacognitive listening strategy use and listening comprehension problems among ESL/EFL learners with different listening comprehension abilities. Future surveys would validate the effectiveness of the current instrument. |\n\nINTRODUCTION  \nListening comprehension is a fundamental part of both L1 and L2 communication. As the number of research on different aspects of listening comprehension has increased, the need is revealed for developing the new instruments todo research on variety of aspects of it. The developed instrument reported in the current paper is aimed to detect metacognitive listening strategy use of ESL students with different listening comprehension proficiency levels and problems.  \nProblem Statement  \nAvailable instruments in the literature have some shortcomings to support researchers in investigating metacognitive listening strategies and listening comprehension problems. Firstly, most of the previous instruments are investigated  \nmetacognitive listening strategies and listening comprehension problems separately. Secondly, previous researchers in the same area have considered all types of listening strategies, which are cognitive, metacognitive, and socio-effective and not just focused on metacognitive listening strategies. Moreover, testing the adapted or adopted questionnaires ina different context, reveal the strengths and weaknesses of the previous instruments. Consequently","cbCaiiXBE14o0Yse","https://ap.wps.com/l/cbCaiiXBE14o0Yse","pdf",445980,14,"English","# Introduction\n## Problem Statement\n## Objectives\n# Literature Review\n## Instrument Development Basis\n# Validation Method and Results","[{\"question\":\"What problem does the study address about listening comprehension in ESL learners?\",\"answer\":\"It focuses on listening comprehension problems and the role of insufficient metacognition in listening, noting limitations in earlier instruments and their adaptation across contexts.\"},{\"question\":\"Which questionnaires were adapted and how were they developed?\",\"answer\":\"The study adapted LCPQ and MLSQ by adding supplementary sections such as a demographic section, comments columns, and open-ended questions to form a new instrument.\"},{\"question\":\"How was the new instrument validated and what did the results show?\",\"answer\":\"Validation involved expert review (n=3) and a field test (n=28). Results show revisions to specific items, and internal reliability was confirmed with Cronbach’s alpha values greater than 0.7.\"}]","Advances in Language and Literary Studies - Validation of Self-perception of ESL Learners' Listening Comprehension Problems and Metacognitive Listening Strategy Use - Article | PDF",1792068312,35]