Impact of the metacognitive strategy instruction on secondary school students? listening skill

This study aimed at determining the effect of meta-cognitive strategy training on the listening skill development of primary school students. The research model of the study is ?an experimental design with experimental and control groups? based on ?pretest and posttest?.The study was carried out at Atatürk Primary School which is located in Yenimahalle district of Ankara province. The 7th year students at this school were asked to complete listening activities which were appropriate for the content of the study. It was found out that there was no significant difference between two groups after the data obtained were evaluated statistically. One of the sections of the 7th year students was randomly assigned as the experimental group and the other one was assigned as the control group. The students were exposed to measurements related to the dependent variables before and after the implementation. While the courses were conducted according to the meta-cognitive strategies in experimental group, the traditional teaching methods were used in control group. The implementation period lasted for 12 weeks excluding pretest and posttest applications.The listening texts to be used in activities during the study were determined after getting the expert views. Meta-Cognitive Listening (Understanding the Listening Texts) Awareness Scale and Interview Form for Understanding Meta-Cognitive Listening were developed by the researcher in order to evaluate the meta-cognitive listening skills of the students. In addition to this, some information was obtained from the students through Personal Information Form in order to determine whether some variables affected the pretest and posttest scores of the students in the experimental group.The data obtained in this study were transferred into the computer and analyzed using SPSS 15.0 statistical package program. Several analyses were used in order to determine whether the scores that the students in experimental and control groups got from ?Meta-Cognitive (Understanding the Listening Texts) Awareness Scale? and the ?Interview Form for Understanding Meta-Cognitive Listening? differed significantly or not before and after the implementation.At the end of the study, it was found that the listening scores of the students in classes in which the meta-cognitive strategy training was presented were higher than the scores of the students in classes in which the activities prepared according to the Turkish Language teaching curriculum were used and there was a significant difference between them. It was also found out after the experimental processes that the only variable caused a significant difference in listening achievements of the students was gender. These results were interpreted as the meta-cognitive strategy training developed the listening skills of the primary students.