Chinese EFL Learners' Metacognitive Knowledge in Listening: A Survey Study

摘要

This study investigated Chinese EFL learners' (N = 1,044) current level of metacognitive knowledge in listening. Results show that Chinese undergraduates have a fairly high degree of metacognitive awareness of listening learning in aspects like person knowledge, planning, and problem solving but not in strategies like directed attention, online-appraisal and mental translation. The finding lends further evidence to what was reported by other scholars. Finally, the pedagogical implications of findings from this study are discussed.