Abstract

This study examines the effect of meta cognitive strategies on pre-university students’ listening achievement. In total, 62 students were selected from a matriculation college located in Malaysia. A quasi-experimental design was adopted, both the control and treatment groups were administered standardised measures of listening comprehension tests: Pre-test, Post-test1,and Post-test 2. The treatment group received nine weeks of Meta cognitive Strategy Training (MST) while the control group attended regular listening classes for the same period. After Post-test 1, both groups underwent online listening activities for four weeks without any assistance prior to Post-test 2. The Paired-sample T-tests revealed that both treatment and control groups improved their listening performance in Post Test 1. However, in the Post-test 2 results indicated that only the treatment group performed significantly than the control group in their listening performance .Thus, MST not only improved the students’ listening performance but also helped them to become autonomous learners

Key words: Listening, meta cognitive strategy training, meta cognitive knowledge, autonomous learners