Abstract

With the advent of computer-assisted autonomous learning, English listening has become more challangable to
Chinese college English learners. Metacognitive strategies, often adopted in process-based approach emphasizes
more on the listening process. This paper discusses the feasibilty of metacognitive strategies in English listening
instruction in Chinese universities by synthesizeing and appraising the empirical research about metacognition in
EFL/ESL listening. Through contrast and comparison, the possible problems existing in these current research
and implications for future research and teaching are given at the end of the paper. Finally, the applicablity of
metacognitive strategies is analyzed under the context of Chinese college English instruction.

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