earticle

영어

Listening comprehension is a fundamental part of both L1 and L2 communication. One of the most problematic issues in research on listening comprehension is that the performance of the learners mostly includes mental procedures that are not directly noticeable. This study seeks to identify and describe the association of metacognitive listening strategy use of ESL students with different listening comprehension ability levels and comprehension problems based on the theory of the cognitive process of listening. The quantitative method was used in this research with the presentation of EDA (Explanatory Research Analysis). The listening section of the International English Language Testing System (IELTS) was conducted to identify listening comprehension ability levels among 135 ESL students. Listening Comprehension Problem Questionnaire (LCPQ) and Metacognitive Listening Strategy Questionnaire (MLSQ) were distributed to the participants after completing the test to examine their perceived listening comprehension problems and metacognitive listening strategy use. Results showed ESL students’ listening comprehension ability level is in contrast with their perceived listening comprehension problems. Moreover, some associations have been revealed between the participants’ metacognitive listening strategy use and listening comprehension ability levels. However, the mixed results suggest a more dynamic methodology to be used for further investigation of strategy use.