Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006) and (b) a Listening Comprehension Test (LCT) developed by the researchers for the purpose of this study. The results indicate that students' possess a moderate level of metacognitive listening strategies awareness. Additionally, whereas directed attention and personal knowledge fail to explain the variance in students' listening comprehension performance, problem solving, planning and evaluation, and directed attention are capable of explaining 56% of the variance in students' performance on the LCT. It is recommended that metacognitive strategies awreness be emphasized in listening comprehension instruction.

Communicative language teaching (CLT) applicability to English as a foreign language (EFL) contexts has recently been debated extensively. This study addressed 1525 Jordanian EFL school learners' attitudes and perceived implementation of traditional form-focused (FFI) instruction and communicative meaning-oriented instruction (MOI) of English. The data were collected using a 41-item questionnaire and analyzed using descriptive and referential statistics. Results showed that students' preferences associated with MOI were relatively higher. Too, whereas EFL instruction met learners’ preferences associated with FFI, it rarely responded to learners' MOI needs. More precisely, despite some MOI practices, the gap between students’ preferences and teaching practices associated with MOI was much wider than that between students’ preferences and teaching practices associated with FFI. Female learners held relatively higher preference and reported significantly higher exposure to MOI. Compared to private-school learners, public-school learners held higher preference for and more involvement MOI. Low-proficiency learners reported higher preference to, and more practice of, FFI. These results were discussed, and recommendations were set accordingly

No abstract

Corrective feedback (CF), the implicit or explicit information learners receive indicating a gap between their current, compared to the desired, performance, has been an area of interest for EFL researchers during the last few decades. This study, conducted on 139 English-major prospective EFL teachers, assessed the impact of two CF types (implicit vs. explicit) on students' ability to detect and correct some "common" grammatical errors (definite and indefinite article, subject-verb agreement, prepositions, spelling, and logical connector use). The study used a quasi-experimental pretest, posttest with a 12-week treatment program. The results indicated a statistically significant difference in students' performance prior to and after exposure to the intervention, confirming the positive role CF has on students' performance. However, there was no significant difference attributed to the type of CF introduced. The paper sets recommendations for both practitioners and researchers and suggests a reconceptualization of the EFL learning process.

No abstract