Summary from the abstract: "The purpose of this research study was to examine the effects of metacognitive strategy training (MST) on metacognitive awareness, listening performance and Defense Language Proficiency Test (DLPT) performance for students enrolled in Chinese language classes at the Defense Language Institute. This study utilized the Metacognitive Learning Cycle model to provide content for the MST. The study employed a quantitative quasi-experimental research method including single factor between-subjects and within-subject designs. Six classes with 80 students were randomly assigned into three groups: teacher-led, self-directed and control groups. The participants were administered the Metacognitive Awareness Listening Questionnaire and a listening test as pre-tests and post-tests, in addition to the DLPT as a post-test only. The researcher provided MST for four experimental classes including a 90 minutes [sic] workshop, 90 minutes [sic] strategy material and guided application worksheets respectively. Results showed that there were no significant between-subjects differences in metacognitive awareness development, listening performance growth and DLPT listening result. Although there were significant differences between pre and post-tests of listening performance, there was no significant correlation between listening performance growth and metacognitive awareness development. Additionally, only the teacher-led group developed Directed Attention awareness and DLPT listening result was negatively correlated with Planning and Evaluation an Mental Translation factors. The findings are consistent with some studies that did not find significant positive effects of MST. The study proposed implications and made recommendations for the research design, instrumentation, intervention and time considerations of further research."

Author is a Defense Language Institute faculty member