Improving Performance and Metacognitive Awareness in Listening through Metacognitive Instruction for Chinese Language Learners

Abstract

This article introduces the use of the Metacognitive Awareness Listening Questionnaire (MALQ) in Chinese learning to improve Singapore secondary students’ Chinese listening ability. The practice aims to promote students’ metacognitive awareness using a metacognitive approach through a series of activities centred on the MALQ. The results suggest that the metacognitive approach improved students’ listening comprehension ability as well as their metacognitive awareness, indicating the importance of incorporating MALQ-based strategy instruction into regular listening courses on a long-term basis.