Learner Reflections: Metacognitive Knowledge Approaches in L2 Listening Instruction

The present study investigates how learners listen when reflecting on their metacognitive knowledge in L2 (second language) listening. Metacognitive knowledge elicits how learners process, control, or direct their listening approach. The intervention in a pre-sessional English for Academic Purposes (EAP) program consisted of five listening lessons delivered to two groups: self-led learners (n = 13) and classroom instruction learners (n = 11). Qualitative data, collected through listening journals and focus groups, show the learners’ person, task, and strategy knowledge. The results showed that after receiving metacognitive instruction, both groups approached using the listening tasks differently but identified the same difficulties. Classroom instruction learners used peer discussions, while self-led learners prioritized vocabulary activities to understand the listening text. Both groups found resource familiarity and topic knowledge helpful for their listening comprehension but had difficulties taking notes while listening. These findings indicate how learners can use metacognitive knowledge to address their individual learning needs to help their listening comprehension.