Abstract

This study investigated whether writing weekly listening logs could influence college English learners’ metacognitive awareness and listening proficiency. In addition, the Metacognitive Awareness Listening Questionnaire (MALQ) was applied to examine the learners’ knowledge of their listening process. It is process-oriented research conducted by analyzing the MALQ and students’ listening logs as to how their metacognitive awareness and listening proficiency have changed during the semester. Eighty-nine students who took an English listening practice course at a university participated in this study. The research findings are as follows. First, it turned out that there was a significant relationship between EFL university students’ listening comprehension and some subscales of metacognitive awareness. Second, the students had an opportunity to reflect on learning through regular listening activities, and weekly listening logs, which included important information about listening process and practice. Third, as the students' listening proficiency increased at the end of the semester, it was found that introducing listening logs along with classroom lessons helped the students improve their listening ability. Finally, the high proficiency group students used multiple strategies simultaneously, regardless of the type of listening strategies, while the low proficiency group students used one or two limited listening strategies. However, the low proficiency group students may have had trouble expressing their ideas in English or recognizing the listening strategies they used, not because they did not use a lot of listening strategies. Therefore, teachers should regularly check if students are following their instructions and help them use appropriate strategies for better understanding.