In the past, listening was viewed as passive process which could come along naturally without assistance. In fact, listening is active process which involves a variety of mental processes. This study was designed to investigate the influence of using list ening strategies on students ’ listening skills development. The participants in the study were 24 first year students who were attending the second bachelor’s degree course at Hanoi University. The participants went through an eight - week listening strate gy instruction section in metacognition which focused on planning, monitoring, evaluating. From data collected through Metacognitive Awareness Listening Questionnaire (MALQ), pre - test and post test, semi - structured interview, the study yielded results indi cating that the work carried out had an impact
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In the past, listening was viewed as passive process which could come along naturally without assistance. In fact, listening is active process which involves a variety of mental processes. This study was designed to investigate the influence of using list ening strategies on students ’ listening skills development. The participants in the study were 24 first year students who were attending the second bachelor’s degree course at Hanoi University. The participants went through an eight - week listening strate gy instruction section in metacognition which focused on planning, monitoring, evaluating. From data collected through Metacognitive Awareness Listening Questionnaire (MALQ), pre - test and post test, semi - structured interview, the study yielded results indi cating that the work carried out had an impact
