A Study On The Correlations Among Senior High School Students' English Listening Self-efficacy,Listening Metacognitive Awareness And Listening Achievements

Listening is one of the most important language skills in language acquisition.Both self-efficacy and metacognitive awareness are affective and cognitive factors influencing listening achievements respectively.However,few studies focus on the correlations among listening self-efficacy,listening metacognitive awareness and listening achievements.Therefore,the present study aims to investigate whether there are correlations among these three with a sample of 105 Chinese senior high school students.A quantitative method was used with three instruments: a listening self-efficacy questionnaire,a listening metacognitive awareness questionnaire and an English listening comprehension test.Specifically,three research questions were proposed in the current study:1)What is the general tendency in listening self-efficacy,listening metacognitive awareness and English listening achievements of senior high school students?2)Is there a correlation between listening self-efficacy and English listening achievements,between listening metacognitive awareness and English listening achievements,between listening self-efficacy and listening metacognitive awareness of senior high school students?3)Do listening self-efficacy and listening metacognitive awareness have predictive effects on English listening achievements? If they do,which one has a better predictive effect?All the collected data were analyzed by SPSS 13.0(Statistical Package of Social Sciences)and the findings show:1)Senior high school students' listening self-efficacy,listening metacognitive awareness and English listening achievements are at medium levels.2)Firstly,senior high school students' listening self-efficacy is significantly and positively related to their English listening achievements.Secondly,there is a significantly positive correlation between senior high school students' listening metacognitive awareness in general and English listening achievements.Thirdly,there is a significantly positive correlation between senior high school students' listeningself-efficacy and listening metacognitive awareness.3)Both senior high school students' listening self-efficacy and listening metacognitive awareness are predictors of their English listening achievements,and listening self-efficacy is the better one.It suggests that the influence of listening self-efficacy on English listening achievements is stronger than that of listening metacognitive awareness on English listening achievements.Based on the research findings,some pedagogical implications for English listening teaching are discussed.Teachers should help students realize the importance of listening self-efficacy and listening metacognitive awareness in listening comprehension and then teachers can help students promote their English listening achievements by cultivating and improving their listening self-efficacy and listening metacognitive awareness.