Metacognitive Awareness and Self-Efficacy
Do They Contribute to Indonesian Efl Students’ Listening Comprehension Achievement
Bibliographic Data
| ID | 22129459 |
|---|---|
| Authors | Chothibul Umam, Chotibul Umam (0000-0003-1582-1357, Institut Agama Islam Negeri Bengkulu), Moh Ana Ushuludin (Institut Agama Islam Negeri Bengkulu), Ary Setya Budhi Ningrum (Institut Agama Islam Negeri Bengkulu), Burhanudin Syaifulloh (0000-0002-6988-1470, Institut Agama Islam Negeri Bengkulu), Dewi Nur Suci (Institut Agama Islam Negeri Bengkulu) |
| Year | 2020 |
| Volume | 8 |
| Issue | 4 |
| Pages | 138-146 |
| Publication date | 2020-07-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities & Social Sciences Reviews (JOURNAL) |
| Journal identifiers | ISSN: 2395-6518 • E-ISSN: 2395-6518 |
| Publisher | Maya Global Education Society (PUBLISHER) |
| DOI | 10.18510/hssr.2020.8415 |
| OpenAlex | W3042441911 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
Purpose of the Study: This study examines the correlation between metacognitive awareness, listening self-efficacy, and listening comprehension achievement of Islamic secondary school students in Indonesia. Methodology: To obtain the data on students’ metacognitive awareness, Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Inventory (MAI) was used. Data on students’ self-efficacy was gained using the simplified version of Rahimi and Abedini’s (2009) self-efficacy questionnaire (SEQ), The Morgan-Jinks Student Efficacy Scale (MSES), and Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, students’ listening comprehension achievement was measured using the TOEFL Junior Test from Educational Testing Service. A total of 264 learners involved in this study. Main Findings: The result of correlational analysis using Kendall Tau-b formula revealed that 1) there was no significant contribution of learners’ metacognitive awareness toward their listening comprehension achievement, 2) students’ listening self-efficacy has a very low correlation with their listening comprehension achievement, and 3) simultaneously, students’ metacognitive awareness and their self-efficacy showed a very low reciprocal relationship with their listening comprehension. Applications of the study: This study is relevant to senior secondary education in the Indonesian context in which English is the first foreign language. More specifically, it is relevant to schools whose students are multilingual and come from different backgrounds both economically and geographically. Novelty/Originality of this study: Unlike other studies in a similar context that measures the general English academic achievement, this study focuses on a specific skill, listening comprehension. In addition, it uses two variables (metacognitive awareness and self-efficacy) outright as the predictors of students’ listening comprehension achievement
Active listening · Cognition · Comprehension · Indonesian · Language education · Linguistics · Listening comprehension · Mathematics education · Metacognition · Self-efficacy · Test of English as a Foreign Language · Education and Critical Thinking Development · Educational Methods and Media Use · Innovative Teaching and Learning Methods · Psychology · Social Psychology
Promoting general metacognitive awareness
Assessing Metacognitive Awareness
Motivational and self-regulated learning components of classroom academic performance.
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data
A cognitive perspective on language learners' listening comprehension problems
Explaining listening comprehension among L2 learners of English
A Reevaluation of the Role of Anxiety
Metacognition
The Metacognitive Awareness Listening Questionnaire
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |