Üst bilişsel dinleme öğretminin İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler üzerindeki etkileri

The study aimed to discover the effects of metacognitive listening instruction on A2 level Turkish EFL learners' listening comprehension and metacognitive awareness levels. Another purpose of the study was to reveal the students' attitudes towards the metacognitive instruction. To this end, a total of 71 students in mechanical engineering department, Balıkesir University were randomly assigned as the experimental group (n=36) and the control group (n=35). The experimental group was given 8- session metacognitive listening instruction, while the control group was taught via traditional listening lessons during the same time period. Quantitative data was collected by an official sample of the KET listening section and the Metacognitive Awareness of Listening Questionnaire used as the pre- and post-tests to track and compare developments of the two groups in comprehension and metacognitive awareness in L2 listening. Furthermore, 15 voluntary learners in the experimental group were interviewed to gather qualitative data regarding their attitudes towards the metacognitive instruction. The quantitative data was analyzed through the independent samples t-test whereas the interview responses were analyzed using inductive content analysis. The findings of the quantitative analyses indicated that metacognitive listening instruction significantly helped learners improve their listening comprehension and metacognitive awareness levels. These findings were also supported by the interview responses. The learners also reported that their anxiety decreased while their self-efficacy and motivation in L2 listening and learning increased remarkably. Finally, discussions of the findings along with implications for listening pedagogy and further research were presented in the light of related literature.