On the Effect of Negotiated Metacognitive Assessments on Improving Listening Comprehension: A Case of Iranian EFL Learners

This paper reports a study investigating the role of negotiated assessment of metacognitive listening strategies in enhancing listening comprehension. To this aim, 60 Iranian EFL learners at intermediate level of language proficiency were assigned to an experimental (n = 30) and control group (n = 30). An attempt was made by the teacher in experimental group to raise students’ awareness of metacognitive strategies both prior to and after the doing listening comprehension tasks in a time bracket of eight weeks. Nonetheless, the control group followed conventional productoriented approach to listening instruction; that is, no attempt was made to engage them in metacognitive instruction. Listening comprehension of both groups was assessed by listening section of IELTS at the onset and end of the study. Results of the study revealed that negotiated metacognitive assessment managed to significantly increase gains in listening comprehension. Furthermore, the experimental group significantly outperformed the control group. The results gave more credence to the positive role of process-based approach to teaching listening comprehension. The results are discussed in the light of metacognition and some pedagogical implications are included.