The Metacognitive Listening Strategy Preferences of Iranian Learners of the English As A Foreign Language in Relation With Their Perceived Self-Efficacy Components

The present study sought to investigate the relationship between self-efficacy andthe frequency of metacognitive listening strategies (mls) use of iranian learners ofthe english as a foreign language (efl), and to explore any significantrelationships between the subscales of self-efficacy and the types of mls use. asample of 117 iranian efl learners studying at the departments of foreignlanguages of kerman universities, namely, shahid bahonar and azad, took part inthis study. the participants, including both males and females, were randomlyselected from the junior and senior students majoring in english translation andenglish literature. in order to obtain the required data, two questionnaires wereutilized: vandergrift et al.’s (2006) metacognitive awareness listeningquestionnaire (malq) to measure the type and frequency of metacognitivelistening strategies, and bosscher and smit’s (1998) general self-efficacy scale(gses-12) to determine the self-efficacy and its subscales. the findings of thisstudy revealed that first, there was a significant positive relationship between selfefficacyand mls use (r = .86); second, initiative self-efficacy subscale did notexplain any variance of mls type; third, the subscale effort explained some of thevariances of planning and evaluation, person knowledge and mental translationmls types; fourth, the subscale persistence explained some of the variances ofperson knowledge, mental translation, and problem solving strategies, and finally,none of the subscales of self-efficacy explained directed any variance of attention mls use.