Effects of metacognitive strategies on listening comprehension through multimedia supported instruction

Abstract

This study examined the impact of multimedia-assisted instruction with the awareness of metacognitive strategies on students’ performance in listening comprehension in English as a foreign language (EFL) classroom. The findings indicated that YouTube videos and podcasts had different effects on the participants’ performance. The results for YouTube showed significant differences only in the first and last tests, with an improvement rate of 14.7%, indicating that YouTube assisted instruction provided certain advantages for the students with visual learning style. On the other hand, tests for the podcast condition showed significant differences for in every pair, with an improvement rate of 49.7%, suggesting that most students were auditory learners who relied more on audio for comprehension. The results also indicated that students’ prior knowledge and competence played a significant role in their listening comprehension. Furthermore, the study found that English reading, speaking, and writing were equally challenging for the participants, and they felt anxious when coping with listening comprehension questions. However, the use of multimedia instruction, infused with metacognitive strategies, motivated students to become better language learners and take more responsibility for their learning. The multimedia instruction involved authentic and engaging listening materials, opportunities for self-paced and interactive practice, and enhanced motivation and engagement. Overall, the use of multimedia instruction in EFL classrooms can have significant benefits for learners’ listening comprehension, language proficiency, and motivation to learn.