This article describes the development and validation of a listening questionnaire designed to assess second language (L2) listeners' metacognitive awareness and perceived use of strategies while listening to oral texts. The process of instrument development and validation is described, along with a review of the relevant literature related to metacognition and learners' regulation of listening comprehension strategies. An exploratory factor analysis of the responses of a large sample (N = 966) of language learners and a subsequent confirmatory factor analysis

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