From Repetition to Reflection: Research on Metacognitive Listening Strategies in Chinese High School Audiovisual Lessons

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT063 (Friday)

Abstract

This study explores how metacognitive listening strategies can be integrated into Chinese high school audiovisual lessons to improve students’ listening performance and learning habits. Conducted in a Grade 11 elective course in Shanghai with 30 participants, the action research included diagnostic assessment, three instructional cycles, and post-intervention evaluation. Data were collected through the Metacognitive Awareness Listening Questionnaire (MALQ), exam listening scores, observations, and interviews. Findings revealed students’ initial reliance on drills and low strategic awareness. Iterative interventions significantly enhanced planning, directed attention, and problem-solving, reduced translation dependence, and significantly improved MALQ scores and listening test performance. The study proposes a replicable model—“strategy focus–progressive scaffolding–collaborative practice”—bridging exam-driven instruction with learner autonomy in high-stakes contexts.

Authors

• Wanyue Shen, Shanghai Jiao Tong University

• Xiaoqiao Zhang, Shanghai Jiao Tong University