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This study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we
implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention
for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n = 129).
The training program focused on an explicit process-based approach, involving integrated experiential
learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection
consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy
questionnaire, and a post-treatment survey. While the training program was received favorably by
students, and students displayed a slightly more confident stance towards listening in their L2, we
were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening
performance improved. The results provide evidence of a potential proficiency threshold
for EFL learners to start to benefit from a strategy-focused metacognitive intervention.
Research papers (academic journals)
