Thesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods Teaching

The present study aimed to investigate the effectiveness of metacognitive strategy training in enhancing listening comprehension. Sixty students majoring in English language at Faculty of Education participated in this study divided in two groups, the experimental group which were taught using the programme based on the metacognitive strategy training and the control group which received the traditional training. Participants' use of metacognitive strategies while listening was measured using the Metacognitive Awareness Listening Questionnaire (MALQ), the adequate listening comprehension strategies were stated in Listening Comprehension Strategies Checklist (LCS) and were measured by an EFL Listening Comprehension Test. The study followed a pre-posttest experimental-control group design. The results indicate that the experimental group outperformed the control group after implementing the metacognitive listening strategy training programme. The training programme is more effective in enhancing literal and critical levels of comprehension than in inferential level. Raising the metacognitive knowledge of students has resulted in improved performance

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