The Metacognitive Awareness Listening Questionnaire: Development and Validation
Abstract
This article describes the development and validation of a listening questionnaire designed to assess second language (L2) listeners' metacognitive awareness and perceived use of strategies while listening to oral texts. The process of instrument development and validation is described, along with a review of the relevant literature related to metacognition and learners' regulation of listening comprehension strategies. An exploratory factor analysis of the responses of a large sample ( N = 966) of language learners and a subsequent confirmatory factor analysis with another large but different sample ( N = 512) resulted in a 21‐item instrument with robust psychometric properties. Five distinct factors emerged: problem‐solving, planning and evaluation, mental translation, person knowledge, and directed attention. The reliability and factorial validity of the instrument are presented along with evidence for a statistically significant relationship between student response on the instrument and L2 listening comprehension success. The article concludes with a discussion of the potential uses of the Metacognitive Awareness Listening Questionnaire (MALQ).
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With colleagues, Larry Vandergrift created and developed the Metacognitive Awareness of Listening Questionnaire (MALQ), which remains an important and relevant instrument in research on metacognition and listening.
“Avec ses collègues, il a créé et développé le Metacognitive Awareness of Listening Questionnaire (MALQ ; Vandergrift, Goh, Mareschal et Tafaghodtari, 2006 ) qui s'avère à ce jour un instrument important et pertinent en recherche sur la métacognition et l'écoute.”
From Introduction au numéro spécial (2019) · cites this paper as Vandergrift, Goh, Mareschal et Tafaghodtari, 2006
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van Zeeland, H., & Schmitt, N. (2013) · Applied Linguistics · doi:10.1093/applin/ams074 · Cited by 457 · see citing works
Wang, Y., & Treffers-Daller, J. (2017) · System · doi:10.1016/j.system.2016.12.013 · Cited by 170 · see citing works
Introduction au numéro spécial
Hamel, M.-J., & St. John, J. (2019) · Canadian Journal of Applied Linguistics · doi:10.7202/1060902ar
- Authors
- Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H.
- Affiliations
- University of Ottawa (CA)
- Nanyang Technological University (SG)
- Corresponding author
- Vandergrift, Larry
- ORCID
- Goh, Christine C. M.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2006-08-04
- Volume
- 56
- Issue
- 3
- Pages
- 431-462
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2169077375
- Cited by
- 603
- References
- 4
- Citations by year
- 2026: 26 · 2025: 46 · 2024: 45 · 2023: 44 · 2022: 48 · 2021: 41 · 2020: 31 · 2019: 26 · 2018: 32 · 2017: 46 · 2016: 50 · 2015: 30 · 2014: 43 · 2013: 33 · 2012: 22
- FWCI
- 42.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- NIE Digital Repository (National Institute of Education, Nanyang Technological University) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- Metacognitive Awareness Listening Questionnaire, metacognitive awareness, second language listening, listening comprehension strategies, oral texts, instrument development, psychometric validation, factor analysis, directed attention, mental translation
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