Apply GM(0,N) to analyze the university EFL learners' awareness of metacognitive listening comprehension strategies in Taiwan

Learning metacognitive listening strategies and specializing in the implementation of such strategies enable not only a more efficient use of time but also easier and more sustained listening. This research examines first-year university students' awareness level of metacognitive listening comprehension strategies (MLCS) on learning English as a Foreign Language (EFL). We used Vandergrift et al.'s Metacognitive Listening Awareness Questionnaire; then, applied GM(0,N) to measure the factors. The results suggest that Taiwanese university EFL students tend to use problem-solving strategies that help them to make inferences (guess at what they do not understand) and to monitor these inferences. The pedagogical implications of this study are that students should be encouraged to analyze their own learning processes to improve their MLCS, and that teachers can help students to think about what happens during the EFL learning process and to identify effective strategies, leading to higher levels of English listening ability.