Can metacognition bring in the ingredients requisite for L2 listening success?

Çağrı Tuğrul Mart
Ishik University

Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.

Publication history

Date received: 10 March 2021

Date accepted: 11 October 2021

Published online: 31 January 2022

Table of contents

Metacognition has gained wide currency in recent decades and constitutes a major breakthrough in cognitive development. A number of studies establish the importance of promoting metacognition owing to its merits to enable learners to take active role in guiding their own processes of learning (Rhodes, 2019; Mellinger, 2019: Teng, 2019; Stringer & Looney, 2020). The central message is that learners can reach the pinnacle of academic learning by becoming aware of their mental processes. Certainly, metacognition is a powerful predictor of learning that helps learners exhibit greater intellectual enthusiasm for the pursuit of knowledge and develop personal insights into their thinking. Metacognition has emerged as a crucial process that may result in self-perception, increased motivation, ignited thinking and independent learning thereby giving prominence to engagement in metacognition compensates for some of the learners’ limitations in learning (Goh & Hu, 2013).

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