DEVELOPING A METACOGNITIVE-BASED LEARNING MODEL FOR DIVERSE LISTENING TASKS

The research was carried out to address recurring difficulties faced by EFL learners, particularly their inability to identify relevant information and regulate their listening processes due to the lack of explicit metacognitive instruction in listening classrooms. Therefore, the research aimed to identify students’ listening needs and to develop a metacognitive-based learning model, namely APMET, to support students’ learning outcomes in listening. A Research and Development (R&D) method based on the ADDIE model was employed, consisting of analysis, design, development, implementation, and evaluation stages. In addition, the model was validated by experts in language and pedagogy in terms of its validity and practicality, and its effectiveness was evaluated based on students’ learning outcomes in listening after six instructional sessions involving university-level students. The results indicate that the model is highly valid and useful based on expert judgment, while classroom observations indicated that students were actively engaged throughout the learning process. Furthermore, students’ responses indicated positive perceptions, particularly in terms of better preparation, increased awareness of listening strategies, and greater support during listening activities. Finally, the mean score of 78.42 suggests that the model is effective in supporting students’ learning outcomes in listening. The research results in the development of the APMET model, a metacognitive-based learning model for diverse listening tasks.