隨著雙語教學在台灣的重視，政府更是推動「2030 雙語國家政策發展藍圖」其中，為了強化國中小英語聽力能力，國中小的英語課堂也將落賓全英語教學授課。因此，英語聽力對於即將升上國中的高年級國小生來說將是一項必備的能力，而教學有效的聽力策略也能使學生降低對英聽的壓力。本研究旨在探討透過後設認知聽力策略教學對國小高年級學生的聽力理解、聽力焦慮以及後設認知的影響。
本研究採實驗設計法，將10位來自台灣北部國小高年級的受試者分為實驗組(5人)以及控制組(5人)兩組。為期六週的實驗教學，一週兩堂課。實驗組每週進行後設聽力認知教學，在教學間，研究者會使用後設認知聽力學習單引導學生該如何應用後設認知策略。控制組則是使用傳統聽力教學模式。
本研究包含質化和量化的混合式方法進行研究結果分析。其研究工具包括：(1)劍橋聽力理解測驗；(2) 個人背景問卷；(3) 後設認知聽力問卷；(4) 外語聽力焦慮問卷；(5) 訪談紀錄。研究使用SPSS 22.0 中的描述性統計、獨立/成對樣本t檢定，及ANCOVA來分析學生的測驗分數以及問卷填寫狀況。結束實驗後，研究者對實驗組的受試者進行半結構式訪談，了解學生在策略學習過程中的想法。
研究結果表示，在經過後設認知策略教學後實驗組在聽力測驗成績高於控制組，並且有顯著差異。在後設認知察覺方面，實驗組對於策略知識對比控制組有顯著進步，尤其是在心譯的面向。聽力焦慮方面，控制組焦慮程度並無顯著降低，而實驗組在接受教學後的焦慮程度有顯著降低，特別是在聽力焦慮以及分析能力兩個面向。在訪談中，學生表示後設認知聽力策略對他們在單字及課文的聽力理解有幫助，同時也增加對後設認知的理解，不過還是會對自己的聽力能力感到沒有自信心。依據此研究結果，本研究提供一些後設認知聽力教學的建議。

With the emphasis on bilingual education in Taiwan, the government is promoting the "2030 Bilingual National Policy Development Blueprint", which includes the teaching of English as a second language in elementary and middle schools to strengthen students' English listening skills. Therefore, English listening is a necessary skill for high-grade elementary school students who will soon enter junior high school, and effective listening strategies are also necessary. The purpose of this study was to investigate the influence of listening strategy instruction through metacognition on upper elementary students' listening comprehension, listening anxiety, and metacognitive awareness.

An experimental design was used to divide 10 participants from north Taiwan high-grade elementary schools into two groups: an experimental group (5 participants) and a control group (5 participants). The experiment was conducted for six weeks, with two classes per week. The experimental group was training metacognitive listening strategy instruction each week with worksheet guidelines. The control group used traditional listening instruction.

This study included both qualitative and quantitative mixed methods to analyze the results of the investigation. The instruments included: (1) listening comprehension test, (2) background questionnaire, (3) metacognitive awareness listening questionnaire, (4) foreign language listening anxiety questionnaire, and (5) interview. Descriptive statistics, independent/paired sample t-tests, and ANCOVA in SPSS 22.0 were used to analyze students' listening scores and questionnaire responses. At the end of the experiment, semi-structured interviews were conducted with subjects in the experimental group to understand students' thoughts on the strategy learning process, such as their anxiety level on the listening comprehension test and their awareness of metacognitive strategies.

The results of the study indicated that, after the metacognitive strategy instruction the experimental group scored higher than the control group on the listening test, and there were significant differences. In terms of metacognitive awareness, the experimental group showed significant improvement in strategy knowledge than the control group, especially in factor of mental translation. For the listening anxiety, there was no significant decrease in anxiety in the control group, while the experimental group showed a significant decrease in anxiety after instruction, especially in the areas of listening anxiety and analytical ability. During the interviews, students reported that the metacognitive listening strategies were helpful in their listening comprehension of vocabulary and text, and increased their understanding of metacognition, although they still did not feel confident in their listening ability. Based on the findings of this study, this study provides some pedagogical implications for metacognitive strategy instruction.

CHAPTER ONE	1
INTRODUCTION	1
1.1 BACKGROUND OF THE STUDY	1
1.2 PURPOSES OF THE STUDY	5
1.3 RESEARCH QUESTIONS	5
1.4 SIGNIFICANT OF THE STUDY	6
1.5 DEFINITION OF KEY TERMS	7
CHAPTER TWO	9
LITERATURE REVIEW	9
2.1 DEFINITION OF LISTENING COMPREHENSION	9
2.1.1 Listening process	10
2.2 DEFINITION OF FOREIGN LANGUAGE LISTENING ANXIETY (FLLA)	11
2.2.1 Factors of Foreign Language Listening Anxiety	13
2.2.2 Studies of Anxiety and Foreign Listening Comprehension	15
2.3 DEFINITION OF METACOGNITION	19
2.3.1 Categories of Metacognitive Listening Strategy	20
2.3.2 Metacognitive Listening Instruction	22
2.3.3 Studies of Metacognitive Listening Strategy Instruction	23
2.3.4 Models of Metacognitive Listening Strategy Instruction	27
CHAPTER THREE	30
METHODOLOGY	30
3.1RESEARCH STRUCTURE	31
Figure 3.1.1 The structure of the study	31
3.2 RESEARCH DESIGN	32
3.3 PARTICIPANTS	33
3.4 DATA ANALYSIS	34
3.4.1 Mixed-methods research	34
3.5 INSTRUMENTS	35
3.5.1 The Listening comprehension tests	35
3.5.2 Background Questionnaire	36
3.5.3 Foreign Language Listening Anxiety Scale (FLLAS)	37
3.5.4 Listening Worksheets	37
3.5.5 Recording Pen	37
3.5.6 In-depth interview	37
3.5.7 Metacognitive Awareness Listening Questionnaire (MALQ)	39
3.6 PROCEDURE	40
3.6.1 Research Procedure	40
3.6.2 Instruction Procedure	40
3.7 VALIDITY AND RELIABILITY	45
3.7.1 Triangulation	45
3.7.2 Independent Sample t-test/ Paired-t test, ANCOVA	45
3.8 RESEARCH ETHICS	45
CHAPTER FOUR	47
RESULTS AND DISCUSSION	47
4.1 RESULT OF THE BACKGROUND INFORMATION QUESTIONNAIRE	47
4.2 RESULT OF THE LISTENING COMPREHENSION TEST	49
4.2.1 Discussion of Metacognitive Strategy Instruction and LC	52
4.3 RESULTS OF THE METACOGNITIVE AWARENESS LISTENING QUESTIONNAIRE (MALQ)	56
4.3.1 Discussion of Metacognitive Strategy Instruction and MA	63
4.4 RESULTS OF FOREIGN LANGUAGE LISTENING ANXIETY SCALE (FLLAS)	66
4.4.1 Discussion of Metacognitive Strategy Instruction and LA	72
4.5 RESULT OF THE IN-DEPTH INTERVIEW AND WORKSHEETS	75
4.5.1 Result of the Worksheets	76
4.5.2 Result of the In-depth Interview	78
4.6 SUMMARY OF THE PRESENT STUDY	89
CHAPTER FIVE	91
CONCLUSION	91
5.1 CONCLUSION OF THE STUDY	91
5.2 PEDAGOGICAL IMPLICATIONS	92
5.3 LIMITATIONS FOR FUTURE RESEARCH	95
5.4 SUGGESTIONS FOR FUTURE RESEARCH	96
REFERENCE	98
APPEENDIX	107

 
LIST OF TABLES
TABLE 2-3-1 CLASSIFICATIONS OF LANGUAGE LEARNING STRATEGIES	21
TABLE 3-3-1 MIXED-METHODS ITEMS	34
TABLE 3-4-1 THE FACTORS OF METACOGNITIVE AWARENESS LISTENING QUESTIONNAIRE	39
TABLE 4-1-1 THE AVERAGE TIME THAT STUDENTS SPENT IN A WEEK	48
TABLE 4-1-2 THE DIFFICULT OF LISTENING ENGLISH	49
TABLE 4-2-1 DESCRIPTIVE STATISTICS OF THE YLE LISTENING TEST	50
TABLE 4-2-2 INDEPENDENT SAMPLE T-TEST OF THE LISTENING COMPREHENSION TESTS	51
TABLE 4-2-3 PAIRED-T TEST OF THE LISTENING COMPREHENSION TESTS	52
TABLE 4-3-1 DESCRIPTIVE STATISTICS OF MALQ	56
TABLE 4-3-2 INDEPENDENT SAMPLE T-TEST OF MALQ	57
TABLE 4-3-3 ANCOVA OF MALQ – POST-TEST	58
TABLE 4-3-4 PAIRED-T TEST OF MALQ	59
TABLE 4.3.5 INDEPENDENT T-TEST OF MALQ’S FIVE FACTORS	60
TABLE 4-3-6 PAIRED-T TEST OF MALQ’S FIVE FACTORS – CONTROL GROUP	61
TABLE 4-3-7 PAIRED-T TEST OF MALQ’S FIVE FACTORS – EXPERIMENTAL GROUP	62
TABLE 4-4-1 DESCRIPTIVE STATISTICS OF THE FLLAS	67
TABLE 4-4-2 INDEPENDENT T-TEST OF FLLAS	67
TABLE 4-4-3 PAIRED-T TEST OF FLLAS	68
TABLE 4-4-4 DESCRIPTIVE STATISTICS OF THE THREE DIMENSIONS OF FLLAS	69
TABLE 4-4-5 INDEPENDENT T-TEST OF THE THREE DIMENSIONS OF FLLAS	70
TABLE 4-4-6 PAIRED-T TEST OF THE THREE DIMENSIONS OF FLLAS –THE CONTROL GROUP	71
TABLE 4-4-7 PAIRED-T TEST OF THE THREE DIMENSIONS OF FLLAS –THE EXPERIMENTAL GROUP	71
TABLE 4-5-1 WHICH STRATEGIES DOES GOOD IN CLASS?	77
TABLE 4.5.2 THE PERFORMANCE DURING A CLASS	77
TABLE 4-5-3 MOSTLY GOALS FOR STUDENTS TO ACHIEVE	78
LIST OF FIGURES
FIGURE 3.2.1 EXPERIMENT DESIGN OF THIS STUDY	33
FIGURE 3.6.1 RESEARCH PROCEDURE	40
FIGURE 3.5.1 STAGES OF LISTENING INSTRUCTION BY METACOGNITIVE PROCESSES.	42

吳明隆. (2007). SPSS 操作與應用: 問卷統計分析實務. 高雄市:五南圖書出版股份有限公司. 
Abbott, G. (1981). An analysis of foreign language errors: Establishing causes. RELC Journal, 12(1), pp. 78-84.
Atasheneh, N., & Izadi, A. (2012). The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners. English Language Teaching, 5(3), pp. 178-187.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The Modern Language Journal, 76 (2), pp. 160-178. 
Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37(4), pp. 664-675.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. The Modern Language Journal, 65(1), pp. 24-35. 
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Notices, 2012.
Birjandi, P., & Rahimi, A. H. (2012). The effect of metacognitive strategy instruction on the listening performance of EFL students. International Journal of Linguistics, 4(2), pp. 495-517.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology ((Vol. 1, pp. 77-165). Hillsdale, NJ: Lawrence Erlbaum.
Cao, Z., & Lin, Y. (2020). A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students. English Language Teaching, 13(4), pp. 127-139.
Carr, M., Kurtz, B. E., Schneider, W., Turner, L. A., & Borkowski, J. G. (1989). Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development. Developmental Psychology, 25(5), p. 765.
Chan, C. Y. (2005). A Study of Metacognitive Strategies in EFL Listening Comprehension (National Yulin University of Science and Technology) Retrieved from  https://hdl.handle.net/11296/kh5prh
Chang, A. C. S. (2008). Sources of listening anxiety in learning English as a foreign language. Perceptual and Motor Skills, 106(1), pp. 21-34.
Chou, H. C. (2017). A Study on the Relationships of EFL Learners’ Listening Performance to Listening Anxiety, Listening Self-efficacy, and Metacognitive Awareness. (National Taiwan Normal University.) Retrieved from  https://hdl.handle.net/11296/nw658a
Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and language), 4(1).
Cross, J. (2011). Metacognitive instruction for helping less-skilled listeners. ELT journal, 65(4), pp. 408-416.
Calis, E., & Dikilitas, K. (2012). The use of translation in EFL classes as L2 learning practice. Procedia-Social and Behavioral Sciences, 46, pp. 5079-5084.
Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition and Learning, 3(3), pp. 189-206.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning, 53(S1), pp. 3-32.
Ehrich, J. F., & Henderson, D. B. (2019). Rasch analysis of the metacognitive awareness listening questionnaire (MALQ). International Journal of Listening, 33(2), pp. 101-113.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The modern language journal, 89(2), pp. 206-220.
Fathi, J., Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy of Iranian EFL learners. SAGE Open, 10(2), 2158244020933878.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), p. 906.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice, and research implications. RELC journal, 39(2), pp. 188-213. 
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, pp. 185–206.
Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language awareness, 23(3), pp. 255-274.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60, pp. 222-232. Retrieved from http://dx.doi.org/10.1093/rlt/cc1002
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), p. 115.
Gray, J. A. (1975). Elements of a two-process theory of learning. Academic Press.
Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning context. Tesl-ej, 7(2), pp. 1-19.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), pp. 125-132.
Hsu, M. Y. (2016). The Effect of Metacognitive Strategy Instruction on EFL Taiwanese College Students’ Listening Comprehension. (Doctoral dissertation, Tamkang University). Retrieved from https://hdl.handle.net/11296/ujfe2b
Hung, L. C. (2010). An Experimental Study on the Effects of Metacognitive Strategy Based English Listening Comprehension Instruction and Strategy Use on Junior High School Students in Taiwan. (National Changhua University) Retrieved from https://hdl.handle.net/11296/qyjzen
Halcomb, E., & Hickman, L. (2015). Mixed methods research. Nursing standard (Royal College of Nursing (Great Britain): 1987), 29(32), pp. 41-47
Imhof, M. (2001). How to listen more efficiently: Self-monitoring strategies in listening. International Journal of Listening, 15(1), pp. 2-19.
Kang, R. Y. (2021). Effects of Flipped Classroom on English Listening Anxiety and English Listening Strategy of University Students in Taiwan (Tamkang University). Retrieved from https://hdl.handle.net/11296/f2eavz
Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English. The University of Texas at Austin.
Kim, J. H. (2002). Anxiety and foreign language listening. English Teaching, 57(2), pp. 3-34.
Krishnan, S., Yaacob, A. & Veloo, A. (2019). Increasing ESL Matriculation Students‟ Metacognitive Awareness through Metacognitive Strategy Training. International Journal of English Language & Translation Studies. 7(2). pp. 63-71.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Lin, C. H. (2012). The Effects of Metacognitive Listening Instruction on EFL Listening Comprehension of Sixth Graders. (National Taiwan University of Science and Technology.) Retrieved from https://hdl.handle.net/11296/7pwews
Livingston, J. A. (2003). Metacognition: An Overview. State University of Buffalo. 
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language learning, 44(2), pp. 283-305.
Fahim, M., & Fakhri Alamdari, E. (2014). Maximizing learners’ metacognitive awareness in listening through metacognitive instruction: An empirical study. International Journal of Research Studies in Education, 3(3), pp. 79-91.
Marzec-Staw, M. (2013). Causes and symptoms of foreign language listening anxiety: A case study of proficient students about to graduate with an MA in teaching EFL. Linguistic Silesana, 34, pp. 335-356
Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT journal, 24(2), pp. 182-200.
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metaconitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), p. 88.
Maudsley, G. (2011) Mixing it but not mixed-up: Mixed methods research in medical education (a critical narrative review). Medical Teacher, 33, e92-e104.
Nosratinia, M., Ghavidel, S., & Zaker, A. (2015). Teaching metacognitive strategies through Anderson's model: does it affect EFL learners' listening comprehension? Theory and Practice in Language Studies, 5(6), p. 1233.
O'Malley, M. J., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied linguistics, 10(4), pp. 418-437.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 12(1), pp. 9-38.
O'malley, J. M., O'Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press.
Oxford, R. L. (1993). Research update on teaching L2 listening. System, 21(2), pp. 205-211.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of thinking and cognitive instruction, 1, pp. 15-51.
Parlan, P., Ibnu, S., Rahayu, S., & Suharti, S. (2018). Effects of the Metacognitive Learning Strategy on the Quality of Prospective Chemistry Teacher's Scientific Explanations. International Journal of Instruction, 11(4), pp. 673-688.
Peterson, P. W. (2001). Skills and strategies for proficient listening. Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Rasouli, M., Mollakhan, K., & Karbalaei, A. (2013). The effect of metacognitive listening strategy training on listening comprehension in Iranian EFL context. European Online Journal of Natural and Social Sciences, 2(1), p. 115.
Rivers, W. M., & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 200 Madison Ave., New York, NY 10016.
Rivers, W.M. (1981). Teaching foreign language skills (2nd ed.) Chicago: University of Chicago Press. 
Rost, M. (2002). Listening tasks and language acquisition. In Memorias del Congreso JALT 2002 (pp. 18-28).
Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom.
Shu-Yan, W., & Cha, K. W. (2019). Foreign language listening anxiety factors affecting listening performance of Chinese EFL learners. Journal of Asia TEFL, 16(1), p. 121.
Simons, L. & Lathlean, J. (2010) Mixed Methods. In Gerrish, K. & Lacey, A. (Eds.) The Research Process in Nursing. 6th ed. London, Wiley-Blackwell.
Tabeei, S. N., Tabrizi, A. R., & Ahmadi, G. (2013). The effect of metacognitive strategies instruction on listening comprehension of Iranian EFL learners: Focusing on gender. International Journal of Language Learning and Applied Linguistics World, 4(4), pp. 13-29.
Tavakoli, M., Shahraki, S. H., & Rezazadeh, M. (2012). The relationship between metacognitive awareness and EFL listening performance: focusing on IELTS higher and lower scorers. The Journal of Language Learning and Teaching, 2(2), pp. 24-37.
Van Zile-Tamsen, C. M. (1996). Metacognitive self-regulation and the daily academic activities of college students (Doctoral dissertation, State University of New York at Buffalo).
Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal., 53(3), pp. 168–176. Retrieved from https://doi.org/10.1093/elt/53.3.168
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review, 58, pp. 555-575. http://dx.doi.org/10.3138/cmlr.58.4.555
Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual review of applied linguistics, 24, pp. 3-25.
Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency? The modern language journal, 90(1), pp. 6-18.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language learning, 60(2), pp. 470-497.
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning, 56(3), pp. 431-462.
Vogely, A. (1999). Addressing listening comprehension anxiety. Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, pp. 106-123.
Vogely. (1998). Listening Comprehension Anxiety: Students’ Reported Sources and Solutions. Foreign Language Annals., 31(1), pp.67–80. Retrieved from https://doi.org/10.1111/j.1944-9720.1998.tb01333.x
Wang, S. W. (2016). The Effects of Metacognitive Strategy Instruction on Listening Proficiency, Listening Anxiety, and Metacognitive Awareness. (National Taiwan Normal University.) Retrieved from https://hdl.handle.net/11296/ea577d
Wang, S.-Y., & K.-W. Cha (2019). “Foreign Language Listening Anxiety Factors Affecting Listening Performance of Chinese EFL Learners,” Journal of Asia TEFL 16(1): pp. 121–134.
Wenden, A. L. (1998). Metacognitive knowledge and language learning1. Applied linguistics, 19(4), pp. 515-537.
Wiles, R. (2012). What are qualitative research ethics? (p. 128). Bloomsbury Academic.
Yang, C. (2009). A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting. International Education Studies, 2(4), pp. 134-1139.
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), pp. 164-177.
Zheng, J. (2018). The metacognitive strategy in English listening comprehension. Theory and Practice in Language Studies, 8(2), pp. 226-231.