A REVIEW ON THE IMPACT OF TASK-BASED INSTRUCTION WITH METACOGNITIVE ACTIVITIES ON LISTENING COMPREHENSION ABILITY

Listening comprehension skill is a challenging skill to master for all second or foreign language learners; however, in preceding years, several research studies have highlighted that promoting learners’ awareness of listening metacognition could strongly support this issue. Accordingly, this research reviewed the studies conducted on the impact of incorporating metacognitive strategies in task-based instruction on the listening comprehension ability of EFL learners. During this research study, the large online databases were investigated from 1975 to 2023, and related articles were reviewed thoroughly. The findings demonstrated that listening tasks and metacognitive activities expanded ESL/EFL learners’ capability to self-direct or self-reflect over the listening processes. Moreover, results highlighted the effectiveness of metacognitive pedagogy over the other approaches to teaching listening skills to learners in English classrooms. Eventually, this present investigation is indispensable for all language practitioners, instructors, English language teachers, and material designers in higher educational contexts.