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This study aimed at exploring the effect of metacognitive monitoring strategy instruction on developing listening comprehension in English language among tenth grade students in North Eastern Badiah directorate of education. The study used the quasi experimental design. The sample of the study consisted of 123 male and female students who were purposefully chosen from four schools. The experimental and control groups were assigned randomly. The groups of the study were found equivalent upon analyzing students scores on listening comprehension test using Two-way ANCOVA. The experimental group was instructed using metacognitive monitoring program whereas, students of the control group were taught by the conventional way. A jury ofjudges was invited to comment on the listening test and the instructional program to establish their validity. At the end of the program, the researcher administered the listening comprehension test. Means and standard deviation for students scores on the listening comprehension test were calculated. Then Two- way ANCOVA was calculated to examine the effect of the instruction. The findings of the study revealed that there were statistically significant differences at (α =0.05) between students total achievement of the experimental group and the control group in the listening comprehension in favor of the experimental group and that there was no interaction between metacognitive monitoring instruction and gender on tenth grade students listeningcomprehension. In the light of the findings, the researcher suggested some recommendations to The Ministry of Education and TEFL educators.

Metacognition , metacognitive monitoring , comprehension monitoring , metacognitive strategy instruction , listening comprehension.

2020

دراسات العلوم التربويه

دراسات العلوم التربويه