Using Listening E-journals to Raise Metacognitive Awareness and Improve Listening Comprehension of Egyptian EFL University Students

This mixed-method study investigated the effects of writing e-journals on the
metacognitive listening awareness and listening comprehension of EFL
university students. Participants were 70 sophomores English major at New
Valley University in Egypt who studied English Phonology and Listening
course. They were assigned randomly into a control (N=36) and an
experimental (N=34) groups. While the two groups received in-class instruction
and were assigned online listening home tasks, the experimental group was
asked to submit listening e-journals after each listening task. Metacognition
Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal &
Tafaghodtari, 2006) and a paper-based Longman TOEFL Listening Test were
administered to the groups before and after the experiment. Analysis of
listening post-test results showed that the experimental group significantly
outperformed the control group. Analysis of the MALQ revealed statistically
significant differences between the two groups with the advantage of the
experimental group in the planning and evaluation, directed attention, person
knowledge and problem-solving subscales; but not in mental translation. A
positive correlation was also found between the two variables. High proficient
listeners were found to use more planning and directed attention strategies and
less mental translation than low-skilled listeners. Additionally, qualitative data
gathered from the journals and interviews showed that students perceived
keeping listening e-journals as helpful in setting goals, learning new vocabulary
and monitoring learning. However, they identified some challenges in using ejournals
like time-consuming and difficulty in reflecting on the listening
process. Implications and recommendations for further research were provided