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چکیده
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The main aim of this study was to investigate the effect of teaching note-taking and metacognitive listening strategies on listening comprehension of Iranian EFL learners. Seventy-five intermediate EFL learners studying in private language institutes in Marivan, Kurdistan, took part in the study. The subjects of the study were selected via convenient sampling and were equally assigned into three groups (i.e., two experimental groups; a note-taking, a metacognitive strategy, and a control group). A listening comprehension pretest was given to the three groups. The experimental groups received note-taking instruction and metacognitive strategy instruction on listening comprehension, respectively; whereas, the control group received the traditional method of listening instruction. The subjects in the metacognitive group completed the Metacognitive Awareness Listening Questionnaire (MALQ) twice: once before and once after their treatment. At the end of the study, a listening comprehension posttest was given to the subjects of the three groups. The results revealed that explicit instruction of note-taking strategies had a statistically significant positive effect on the listening comprehension of intermediate EFL learners. Explicit instruction of metacognitive strategies also had a statistically significant positive effect on the listening comprehension of intermediate EFL learners. Moreover, the results showed that there existed a significant difference between the effect of explicit instruction of note-taking and metacognitive strategies on intermediate EFL learners' listening comprehension with note-taking strategies having a statistically stronger effect. Regarding the comparison of MlLAQ, the findings revealed that explicit instruction of metacognitive strategies had a significant positive impact on use of metacognitive strategies by Iranian intermediate EFL learners.
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