Abstract

The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that participants use problem-solving and direct attention strategies more frequently than other metacognitive listening strategies. On the other hand, mental translation and personal knowledge strategies were reported to be the least used strategies. The pedagogical implications of these findings are discussed.

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