Izvorni znanstveni članak
https://doi.org/10.7906/indecs.24.5.3
From Awareness to Understanding: How Metacognition Supports Academic Listening in English
Ana Penjak
orcid.org/0009-0006-2105-0340
; University of Split, Faculty of Kinesiology, Split, Croatia
*
* Dopisni autor.
Sažetak
Students’ metacognitive and listening skills are one of the key indicators of overall academic success in settings where English is taught as a foreign language or used as a medium of instruction. This study examines the relationship between metacognitive awareness strategies and students’ self-rated academic listening skills in English, with the aim to identify which dimensions of metacognition are most strongly associated with academic listening proficiency. A sample of N = 91 Croatian university sports students completed the Metacognitive Awareness Listening Questionnaire and the Academic Listening Self-rating Questionnaire. Descriptive results showed that students rated their academic listening ability at a moderate level, indicating partial awareness of the challenges involved in academic listening tasks. Canonical correlation analysis revealed a significant correlation between the Metacognitive Awareness Listening Questionnaire and Academic Listening Self-rating Questionnaire subscales, with three Metacognitive Awareness Listening Questionnaire subscales – ‘Problem-solving’, ‘Planning and evaluation’, and ‘Directed attention’ – emerging as the strongest predictors of students’ academic listening proficiency, while ‘Mental translation’ and ‘Person knowledge’ did not show significant predictive value. These findings suggest that real-time metacognitive strategies – such as planning, directing attention, and problem-solving – play a more influential role in academic listening than learners’ general knowledge or beliefs about their listening ability. The study further highlights the importance of incorporating explicit metacognitive strategy instruction into teaching English as a foreign language and English as medium of instruction courses in order to enhance students’ academic listening awareness and support their overall academic performance.
Ključne riječi
quality education; effective learning; English-medium instruction; higher education
Hrčak ID:
349653
URI
Datum izdavanja:
30.10.2026.
Posjeta: 0 *