RLA. Revista de lingüística teórica y aplicada
versión On-line ISSN 0718-4883
GOMEZ ALVAREZ, LILIAN; SANDOVAL ZUNIGA, MARÍA SOLEDAD y SAEZ CARRILLO, KATIA. ESL listening comprehension: Effect of explicit metacognitive strategy training for its development. RLA [online]. 2012, vol.50, n.1, pp. 69-93. ISSN 0718-4883. http://dx.doi.org/10.4067/S0718-48832012000100004.
The purspose of this quasi-experimental study was to investigate the effect of explicit instruction in the use of metacognitive strategies of planning, monitoring and evaluation on the listening performance of university ESL students in three competence levels. The study suggests that explicit metacognitive strategy training results in more effective L2 listening comprehension and, thus, it should be an integral part of any ESL learning program.
Palabras llave : Listening comprehension; metacognitive strategies; explicit instruction.