Developing Students' Listening Comprehension and Metacognitive Awareness through Metacognitive Process-Based Listening Instruction

Metacognitive Instruction in Listening is a pedagogical procedure that allows the learners to enhance their awareness of the listening process and, at the same time, helps them develop their listening skills. This is a quasi-experiment study conducted on ninety (90) Grade 10 students to determine the efficacy of Metacognitive Process-Based Listening Instruction on students' listening comprehension and metacognitive awareness. A pretest-posttest quasi-experimental research design consisting of two (2) heterogeneous intact classes were used to establish the effects of the Metacognitive Process-Based Listening Instruction on the level of listening comprehension and metacognitive awareness among the Grade 10 students of Malaybalay City National Science High School for the School Year 2019-2020. The instruments used were: (a) validated teacher-made pretest/posttest and an adopted metacognitive awareness listening questionnaire (MALQ). Descriptive statistics such as mean, percentage and standard deviation were utilized to identify the level of listening comprehension and metacognitive awareness, while t-test and analysis of covariance (ANCOVA) were used to identify the significant difference between the students' listening comprehension and metacognitive awareness. The results of the study revealed that the listening comprehension level of students in the Metacognitive Process-Based Listening Instruction (MPBLI) was in the Elementary Level (37.60) in the pretest and then became Advanced Level (62.67) in the posttest, while the students in the Non-Metacognitive Process-Based Listening Instruction (NMBLI) were in the Elementary Level (34. 89) in the pretest and then became Upper Intermediate Level (58.15) in the posttest. For the metacognitive awareness level, the students in the MPBLI was Moderately Positive (3.74) in the pretest, which later turned to Positive (4.11) in the posttest. On the other hand, the students who were in NMPBLI had a Moderately Positive (3.62) in the pretest and remained Moderately Positive (3.82) in the posttest. There was also a significant difference in the two groups' listening comprehension and metacognitive awareness with a probability value of 0.00. Generally, the Metacognitive Process-Based Listening Instruction helped the students to improve their listening comprehension level as well as enhanced their metacognitive awareness level