Explaining Listening Comprehension among Turkish EFL Learners: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness

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Aydin F.

LANGUAGE TEACHING AND EDUCATIONAL RESEARCH, vol.4, no.2, pp.121-147, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 4 Issue: 2
  • Publication Date: 2021
  • Journal Indexes: ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Directory of Open Access Journals
  • Page Numbers: pp.121-147
  • Anadolu University Affiliated: Yes


The present study investigates the impact of individual differences in language knowledge, namely general L2 proficiency and L2 vocabulary knowledge, and metacognitive awareness of strategies used in the listening process on L2 listening comprehension. It seeks an answer to what proportion of the variance in listening comprehension is explained by general L2 proficiency, L2 vocabulary knowledge and metacognition among intermediate-level adult Turkish EFL learners. A total of 99 intermediate-level adult Turkish EFL learners, studying at Anadolu University School of Foreign Languages (AUSFL) participated in the present study. Data were gathered using Oxford Quick Placement test (OQPT), the New Vocabulary Levels Test (NVLT) (McLean & Kramer, 2015), a researcher designed Listening Comprehension Test (LCT) and Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al., 2006). Results reveal that vocabulary knowledge and some sub-components of the MALQ (Person Knowledge, Problem Solving and Directed Attention) play a significant role in L2 listening comprehension. The results are interpreted and discussed within the light of the previous research, and a number of pedagogical implications are suggested accordingly.