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This study investigates the impact of two listening strategies, note-taking and shadowing, on the metacognitive awareness of English as a Foreign Language learners. Results indicate that the shadowing group demonstrated significantly higher levels of metacognitive awareness compared to the note-taking group across various components of the Meta-cognitive Awareness Listening Questionnaire (MALQ). The findings suggest that shadowing may be a more effective strategy for enhancing learners

Author

hanasalsa174

Language

EN