Metacognitive strategy instruction for Indonesian EFL learners’ listening comprehension in TOEFL preparation classes

Abstract

Listening comprehension is often neglected in classroom syllabi, yet it remains a persistent challenge for Indonesian EFL learners, particularly in TOEFL ITP preparation. This quasi-experimental study investigates the effectiveness of metacognitive strategy instruction (MSI) in improving listening performance and explores learners’ perceptions of its implementation. The investigation draws on the metacognitive framework for L2 listening proposed by Goh and Vandergrift (2021), which emphasizes learners’ ability to plan, monitor, and evaluate their listening processes. The study involved 50 participants enrolled in a TOEFL preparation program at an Indonesian non-formal English institution, divided into two groups: a control group and an experimental group. Quantitative data from pre- and post-tests were analyzed using SPSS, while qualitative insights were obtained from reflective journals and open-ended questionnaires. Results revealed statistically significant improvement in the experimental group’s listening scores, affirming the efficacy of MSI. Qualitative findings showed that learners perceived the planning stage as the most helpful, while problem-solving and evaluation were the most challenging. Instructor support and the use of L1 were viewed positively, and most learners reported increased awareness and confidence in applying listening strategies. The study underscores the pedagogical value of MSI in short-term TOEFL programs.