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What is Metacognitive Intervention for EFL Listening about?

This study investigates the impact of a metacognitive intervention on the listening comprehension and self-efficacy of lower-proficiency EFL learners at a Japanese university. While the intervention was positively received by students and slightly increased their confidence in listening, there was no significant improvement in their listening performance. The findings suggest a potential proficiency threshold that must be surpassed for lower-proficiency learners to benefit from strategy-focused intervention

Author

Mai Phan

Language

EN