the effects of metacognitive listening strategy instruction on iraqi high school students' listening motivation: a study of gender differences

The topics of metacognition and motivation have been investigated as variables that affect language proficiency and have been reported to be correlated with each other. however, more research may indicate whether metacognitive strategy usage leads to increased motivation among english language learners. the aim of the present study was to investigate the effects of metacognitive listening strategy instruction on iraqi high school students listening motivation with a focus on gender differences. the population of the study included 160 high school students whose ages ranged from 15 to 18. they were divided into 4 groups of experimental group (females), experimental group (males), control group (females) and controlled group (males). first, english listening comprehension motivational scale (elcms) was used to measure listening motivation and then metacognitive awareness listening questionnaire (malq) was used to check strategies that participants used. pre- and post-test scores of participants were analyzed using descriptive and inferential statistics to determine the differences after a 7- week treatment period. the findings suggested that metacognitive listening strategy instruction affected iraqi high school students listening motivation positively. however, the difference between the male and female participants in the experimental groups was not significant; implying that the treatment affected listening motivation of both genders equally.