The effect of metacognitive listening strategies training on teachers' metacognitive listening strategies teaching self-efficacy and the effect of metacognitive listening activities on 4th grade students' listening skill

Among language skills, listening skill is characterized as a neglected skill due to the fact that relatively little research has been done on it with the idea that it develops spontaneously. However, the number of studies on listening skills has been increasing in recent years. One of the ways to improve listening skills is teaching metacognitive listening strategies. Metacognition is, in short, an individual's cognition about his/her own learning. Metacognition includes the individual's cognition, as well as predicting, planning, monitoring and evaluating cognition. In this study, the effects of metacognitive listening strategies training on teachers' self-efficacy in teaching metacognitive listening strategies and the effects of metacognitive listening activities on the listening skills of 4th grade students were examined. In the study, a embedded design, one of the mixed research designs, was used. First of all, the literature was examined and a scale for determining teachers' self-efficacy levels for teaching metacognitive listening strategies was not found and "Self-Efficacy Scale for Teaching Metacognitive Listening Strategies" was developed. "Worksheet 1: Listening Text", 'Worksheet 2: Metacognitive Listening Strategies' and 'Worksheet 3: Metacognitive Listening Strategies Checklist' were developed by the researcher to be used in the process of teaching metacognitive listening strategies. These worksheets were designed to be applied in all texts as well as the listening texts in the Turkish book. An 8-week pilot study was conducted in the researcher's own classroom and the usefulness of the worksheets was tested. Afterwards, a teacher training was planned for teaching metacognitive listening strategies and this training was realized with the participation of 10 classroom teachers. With the scale developed, the change in teachers' self-efficacy levels in teaching metacognitive listening strategies was monitored, and the opinions of the teachers about conducting a training on teaching metacognitive listening strategies before and after the training were tried to be determined. Then, a 12-week quasi-experimental study was conducted in which the class of a teacher who received this training was the experimental group and the other class in the same school was the control group. Thus, the effect of teaching metacognitive listening strategies on the listening skills of fourth grade students was tried to be determined. For teaching metacognitive listening strategies, daily plans for weekly listening lessons were created by the classroom teacher. In addition, before and after the teaching of metacognitive listening strategies, the opinions of the students about this training and the opinions of their teachers about the teaching of metacognitive listening strategies were tried to be determined. The data of the study were obtained from "Metacognitive Listening Strategies Instruction Self-Efficacy Scale", Listening Test, semi-structured interview form, teacher opinion questionnaire and worksheets. The study group in the scale development phase of the research consisted of 453 teachers, the teacher training study group consisted of 10 classroom teachers and the metacognitive listening strategies teaching student group consisted of 35 fourth grade students of a primary school in Almus district of Tokat province. According to the results of the study, a valid and reliable scale was developed to determine the self-efficacy levels of teachers in teaching metacognitive listening strategies, it was determined that the self-efficacy levels of teachers participating in teacher training in teaching metacognitive listening strategies improved, and it was determined that teaching metacognitive listening strategies improved students' listening skills. In addition, it was determined that students used more strategies in informative text types than in narrative texts and poetry.