Learner Reflections on Listening Strategies to Foster Learner Development

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Katrin Niewalda, Matsuyama University

In this paper, an action research project on foreign language listening in the German as a foreign language (GFL) classroom is described. The aim of the study was to examine the feasibility of a metacognitive approach in FL listening instruction in order to integrate elements of learner autonomy into a more systematic course design. In the study, 2nd-year university learners were asked to not only undertake required tasks, but also to reflect on problems they faced and strategies they used. The results show that learners were conscious of their use of strategies, but there were different levels of awareness. Based on the findings of several action research cycles and supported by other research in this field, the researcher emphasises the importance of raising students’ awareness of learning processes to promote learning autonomy in the long term.