Enhancing metacognitive awareness in listening and EFL motivation through L1-mediated metacognitive intervention

Abstract

Metacognition, the ability of learners to control their thoughts and regulate their own learning, plays an important role in learning to listen (Wenden, 1998). Motivation, a crucial dimension of sustained learning activities (Dörnyei, 2018), has long been argued not only as one of the most significant variables contributing to the process of L2 acquisition but also as one of the most vital predictors of success in foreign language learning (Dörnyei, 1998). The use of L1 in an EFL classroom is inevitable. However, most teachers are in doubt to use it or not, and if yes, when, why and for what purposes it should be used (De la Campa & Nassaji, 2009).

Keywords

• high-intermediate efl learners
• listening
• l1-mediated metacognitive intervention
• metacognitive awareness
• motivation