摘要：This study aimed to investigate the relationship between cognitive and metacognitive strategy use and Iranian EFL learners' listening test performance and whether advanced, upper-intermediate, intermediate Iranian EFL learners differed using these two strategies. More specifically, this study tried to examine Iranian EFL students' use of different cognitive and metacognitive test taking strategies and the most and the least frequent uses of these strategies by students while they are performing listening comprehension tests. The participants were 96 male and female Iranian EFL university students with the age ranging from 20 to 24 years old. The collected data included listening comprehension, achievement test scores, and responses to a Likert-scale cognitive and metacognitive questionnaire. Transcription of retrospective interviews was also used to clarify further the quantitative analyses. Results of the analyses indicated that Iranian EFL students participating in this study resorted more to metacognitive strategies than cognitive strategies. The use of the mentioned test taking strategies had a positive correlation with the listening test performance, and it seemed different across the proficiency level of the students in which the students at higher levels of listening ability used these strategies more often than less successful listeners did. The finding of the study also suggested that the use of cognitive and metacognitive strategies could account for variation in EFL listening achievement and need to be encouraged, trained, and promoted by EFL teachers.
其他摘要：This study aimed to investigate the relationship between cognitive and metacognitive strategy use and Iranian EFL learners' listening test performance and whether advanced, upper-intermediate, intermediate Iranian EFL learners differed using these two strategies. More specifically, this study tried to examine Iranian EFL students' use of different cognitive and metacognitive test taking strategies and the most and the least frequent uses of these strategies by students while they are performing listening comprehension tests. The participants were 96 male and female Iranian EFL university students with the age ranging from 20 to 24 years old. The collected data included listening comprehension, achievement test scores, and responses to a Likert-scale cognitive and metacognitive questionnaire. Transcription of retrospective interviews was also used to clarify further the quantitative analyses. Results of the analyses indicated that Iranian EFL students participating in this study resorted more to metacognitive strategies than cognitive strategies. The use of the mentioned test taking strategies had a positive correlation with the listening test performance, and it seemed different across the proficiency level of the students in which the students at higher levels of listening ability used these strategies more often than less successful listeners did. The finding of the study also suggested that the use of cognitive and metacognitive strategies could account for variation in EFL listening achievement and need to be encouraged, trained, and promoted by EFL teachers.
关键词：cognitive strategies;metacognitive strategies;listening test
