A comparative study between Iraqi and Jordanian EFL students' metacognitive awareness of listening to lectures

Abstract

This study aims to: 1- Identifying postgraduate students' Metacognitive Awareness Listening strategies from the University of Anbar and Jadara University. 2- Identifying the statistically significant differences in postgraduate students' Metacognitive Awareness Listening strategies used in listening to a lecture from the University of Anbar and the Jadara University according to the gender variable. 3- Identifying the statistically significant differences in postgraduate students' Metacognitive Listening strategies Awareness of the University of Anbar and Jadara University according to the type of university. The participants were 26 postgraduate students enrolled in the English language and literature Master's program (in Jadara University – Jordan) and English Literature Master program (in the University of Anbar) during the second semester of the academic year 2021-2022. The Metacognitive Awareness Listening Questionnaire (MALQ), designed by Vandergrift and Tafaghodtari (2006), was adopted to collect the data. The validity and reliability of the questionnaire were calculated. The results revealed that the postgraduate students have a high-level awareness of Metacognitive Listening strategies, and there are no significant differences in postgraduate students' awareness of the Metacognitive listening strategies due to the gender and the kind of the university (the specialization of the master's program in Iraq and Jordan). In light of the study, the researchers present some recommendations and suggestions.