English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Recent studies on listening comprehension have focused on finding factors that help EFL learners become more proficient and successful listeners; however, the interrelationship among these factors has been taken for granted in the SLA literature. The aim of the current study thus was investigating Iranian EFL learners’ listening self-efficacy and its relationship with their metacognitive awareness of listening strategies. Three hundred and seventy-one high-school students participated in the study. They filled in English listening self-efficacy questionnaire (Renzhi, 2012) and Metacognitive Awareness Listening Questionnaire (Vandergrift et al., 2006). Both questionnaires were administered along with a listening proficiency test (Preliminary English Test, 2010). The results revealed a positive and significant relationship between listening self-efficacy and metacognitive awareness of listening strategies in general. Further, listening self-efficacy was found to be significantly and positively related to planning-evaluation and problem solving strategies and inversely to mental translation strategies. As higher self-efficacy brings about more control over listening tasks and guarantees successful strategy use, particular attention should be devoted to the role of this construct in listening instruction research and practice

The Relationship between Listening Self-efficacy and Metacognitive Awareness of Listening Strategies