Metacognitive Strategies Used in Listening Comprehension in a Vocational School Context
Abstract
Listening comprehension is widely regarded as one of the most demanding skills for learners of English as a foreign Language (EFL), and vocational high school (SMK) students are no exception. Prior research on this group has concentrated on the difficulties learners encounter, with a lack of attention given to how students themselves handle these challenges. In contrast, this study examines six SMK students' experiences with listening comprehension as part of the Merdeka Curriculum, using strategies and metacognitive approaches. Data were collected through semi-structured interviews and then examined in relation to Goh's (2000) taxonomy of listening difficulty and Vandergrift and Goh's (2012) metacognitive problem analysis. The investigation looks at the methods and tactics they use when they struggle.
Keywords: Listening comprehension, metacognitive strategies, vocational high school, EFL, Merdeka Curriculum
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i5.3308
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