The Effects of Teaching Metacognitive Strategies on Thai University EFL Learners’ TOEIC Listening Comprehension - Research Paper

Oct 15, 2026

Uploaded by Mabel

A mixed methods study examines how teaching metacognitive strategies affects 201 Thai university EFL learners’ TOEIC listening comprehension. Students complete pre- and post-TOEIC listening tests, a six-point Likert-scale listening questionnaire (MALQ), and self-report interviews after strategy instruction. Based on pre-test results, learners are classified into low-proficient and high-proficient groups. Pre/post scores and reported strategy use are analyzed with descriptive statistics and content analysis. Results show improved listening comprehension for both groups and increased metacognitive awareness.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Listening comprehension and its importance

Challenges in EFL listening

Listening strategies and metacognitive strategies

Rationale for the study

The Effects of Teaching Metacognitive Strategies on Thai University EFL Learners’TOEIC Listening Comprehension Naruporn Thitipraserth Graduate School of Language and Communication, Thailand, [naruporn_thi@nstru.ac.th](naruporn_thi@nstru.ac.th) Aree Manosuthikit Asst. Prof. Dr., Graduate School of Language and Communication, National Institute of Development Administration, Thailand, [aree.man@nida.ac.th](aree.man@nida.ac.th) The TOEIC has emerged as the benchmark for assessing the English language proficiency and communication abilities of individuals whose first language is not English. Achieving a high score on this examination may prove challenging for them. While there have been numerous studies into metacognitive strategies towards reading comprehension, in the Thai context, research into metacognitive strategies towards listening comprehension in general and TOEIC in particular is still inadequate. This study investigates how teaching metacognitive strategies affects 201 students’ listening comprehension in a southern Thai university. It draws on the research framework adapted from O’Malley and Chamot (1988) and Oxford (1990) . Using a mixed methods design, the study combines quantitative data from pre-and post-TOEIC listening comprehension tests, a 6-point Likert-scale listening questionnaire (MALQ), and qualitative data from self-report interviews with the test-taking students. Based on the pre-TOEIC listening comprehension test, the students were classified into 2 proficiency levels: low-proficient and high-proficient. Following the metacognitive strategy instruction, they were asked to take the post-test and interviewed. The pre- and post-test scores and the reported use of the strategies were analyzed and compared using descriptive statistics and content analysis. The results demonstrated that teaching metacognitive strategies can facilitate both proficiency-level groups in comprehending the listening texts and raise their metacognitive awareness. Keywords: metacognitive strategies, TOEIC, listening comprehension, EFL learners, MALQ INTRODUCTION Listening comprehension involves understanding what someone says by actively thinking about it, building meaning, interacting with the speaker, and planning what to say in response (Rost, 2002) . It is essential for learning a language, especially when learning English as a foreign language. Learners depend on listening to understand the new language. Understanding spoken English is essential for becoming fluent in the language. It is also vital for success in many academic subjects (Berne, 2004; Liu, 2009) . Consequently, EFL students must diligently cultivate their listening comprehension capabilities to attain excellence in language acquisition and academic pursuits. Nevertheless, mastering this skill set presents a formidable challenge due to the complex nature of the process. EFL students often face various difficulties when listening to spoken English, which can be linked to three core issues: the students' listening skills and interest in practicing listening, the teachers' accents, and the nature of the lecture content (Liu, 2009) . Concerning the first factor, EFL students often struggle with listening due to their linguistic limitations. Insufficient vocabulary, pronunciation Citation: Thitipraserth, N., & Manosuthikit, A. (2025) . The effects of teaching metacognitive strategies on thai university EFL learners’ TOEIC listening comprehension. Anatolian Journal of Education, 10(2), 101-118. [https://doi.org/10.29333/aje.2025.1028a](https://doi.org/10.29333/aje.2025.1028a) challenges, and a poor grasp of grammar hinder their ability to understand spoken English (Singhal, 2020) . A limited vocabulary, in particular, makes it challenging to recognize sounds, while grammatical gaps impede comprehension of sentence structure (Hamouda, 2013) . In addition, to motivate learners, it is essential to provide ample practice time, opportunities to use En

FAQs

What is the study’s main purpose?

To investigate how teaching metacognitive strategies affects Thai university EFL learners’ TOEIC listening comprehension.

How were learners grouped and what data were collected?

Students were classified into low-proficient and high-proficient groups using pre-TOEIC listening test results, and data were collected from pre/post TOEIC tests, MALQ, and self-report interviews.

What outcomes were found after metacognitive strategy instruction?

Teaching metacognitive strategies facilitated comprehension of listening texts for both proficiency groups and raised learners’ metacognitive awareness.

Oct 15, 2026

Uploaded by Mabel