A Study on Metacognition and English Listening Learner Autonomy

Metacognitive theories provide the theoretical basis for second language autonomous learning. In an attempt to know about the current situation of non-English major students' English listening autonomy, their metacognition and the effects of metacognitive training on their English listening autonomy, the authors of the paper investigated 104 non-English major students of North China Electric Power University through questionnaires and feedback reports on English listening. The results show that the metacognitive training not only improves students' listening ability but also enhance their autonomy in English listening.