The purpose of this action research project was to explore how ESL listeners may be supported in developing metacognitive awareness to improve their listening comprehension in an intermediate ESOL Speaking and Listening course at a community college. I developed an instructional approach to support metacognitive awareness and strategies development in response to student needs. The central research questions that guided my research were:
How can metacognitive strategies instruction be implemented to support adult ESL students’ development of metacognitive listening awareness and skills?
How can metacognitive strategies instruction be implemented to support adult ESL students’ development of metacognitive listening awareness and skills?
- How can students’ metacognitive awareness and listening skills improve through participation in listening tasks that implicitly engage them in the use of and reflection on metacognitive strategies they employ?
- In what ways can the reflective learning cycle promote student awareness of their own listening skills and improvement over time?