dents’ monitoring of their cognitive processes as well as their results. Based on the findings, there were more noticeable shifts in the way the students used metacognitive techniques related to how they saw themselves. Before the study, there were no discernible variations in the experimental and control groups’ use of metacognition. Students in the experimental group demonstrated notable advancements in their metacognitive awareness by the conclusion of the study, owing to their enhanced proficiency in selecting and implementing listening-learning strategies. They created lesson plans, anticipated subjects, defined learning objectives and challenges, evaluated the consequences of learning, and thoughtfully considered and assessed the learning process. Following is an analysis of the questionnaires pre-experiment and post-experiment that reveals a number of issues with the way junior high school English listening is now taught. First of all, students with weak foundations can find it difficult to keep up with classroom progress and may easily give up on listening skills because there is little time allotted for listening practice in English classes, and the listening resources available are textbooks and listening exercises. Second, few students have the initiative to practice listening outside of class, they struggle with independent learning, and they have trouble focusing their attention when listening. Lastly, a lack of focus on teaching metacognitive strategies by teachers leads to students who only passively complete the tasks assigned by the teacher throughout the listening process. They also rarely reflect on their own learning process and do not actively plan, monitor, or adjust their own learning strategies.
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