Investigating the Relationship between Learning Style and Metacognitive Listening Awareness

Abstract

This research investigated the relationship between English as a Foreign Language (EFL) learners’ style and their metacognitive listening strategy awareness. In order to investigate the relationship, 135 female intermediate Iranian EFL learners took part in the study voluntarily. Two sets of questionnaires, Metacognitive Awareness Listening Questionnaire (MALQ) and Reid Learner Style Questionnaire, are used in this research as the medium of data collection. To have a comprehensive assessment, four learner styles—auditory, kinaesthetic, tactile/haptic, and visual learners—are considered in the study. The results indicated there is a statistically significant relationship between learner style and metacognitive listening strategy awareness of EFL learners. In other words, each learner type differ in the degree of metacognitive listening awareness. The auditory learners reported a significant difference in the mean scores on MALQ than other learner styles.