本研究主旨在探討後設認知聽力策略訓練對於高中生聽力理解及後設認知覺察之成效，此外，也探討學生對於後設認知聽力策略訓練的看法。參與研究的對象為新北市某高中兩班共七十七名十一年級學生，其中一班共三十八名為對照組，另一班共三十九名為實驗組，兩班學生由同一位老師進行教學。兩組每週皆安排固定聽力練習，相對於實驗組學習後設認知聽力策略，對照組以實驗組相同的影片、音檔練習聽力，但沒有學習後設認知聽力策略。在為期四週聽力教學中，實驗組學習後設認知聽力策略(先前組織、直接專注力、選擇性專注、檢測及再次理解檢測及評估)。為了檢驗後設認知聽力策略教學的成效，對照組及實驗組的學生於施測前及施測後皆需填答聽力理解測驗及後設認知聽力覺察問卷，而研究者亦以問卷調查實驗組的學生對於後設認知聽力教學的看法。
研究結果顯示，兩組學生在聽力理解的成績都進步，且兩組學生在聽力理解獨立樣本t 檢定前測以及後測的結果，兩組之間並沒有顯著差異。此外，兩組學生在聽力理解成對樣本t 檢定前測以及後測比較，組內並沒有顯著差異。而兩組學生在後設認知聽力覺察獨立樣本t 檢定前測以及後測的總成績，兩組也沒有顯著差異，然而兩組學生在施測後的其中一個聽力覺察要素有顯著差異-規劃及評估。對照組學生在後設認知聽力覺察成對樣本t 檢定前測以及後測表現中比較的結果顯示，並沒有顯著差異；然而實驗組在聽力覺察組內總成績以及一個聽力覺察要素(規劃及評估)有顯著差異。而關於學生的問卷回饋，學生偏好使用檢測及再次理解檢測、選擇性專注的技巧，不偏好使用直接專注力、選擇性專注的技巧。學生也在問卷表達他們學習到不同的方式練習聽力，且有意願應用這些技巧自行獨立練習聽力。也有些學生認為，使用影片練習相當有趣。藉此研究聽力教學，學生在聽力的自信心提升且聽力焦慮減低。
本研究的教學貢獻如下：(1) 學生的聽力覺察進步，學生更能夠了解聽力策略及聽力能力；(2)在學生偏好使用以及較不偏好使用的策略回應中，建議教師能更清楚表達每個聽力技巧目的及功能，且提供充足的練習讓學生熟悉所學的聽力技巧；(3)關於教學教材，建議影片起初少於一分鐘，且教師能提供更多線上聽力平台給學生自主練習。總括而言，希望本論文能在聽力教學中，於後設認知聽力教學策略的設計能有研究貢獻，及能提供給在職教師實務上聽力教學的引導。

The aim of this study is to explore the effects of metacognitive listening strategy instruction (MetSI) on senior high school students’ listening comprehension and metacognitive awareness. In addition, this study further probed into students’ perceptions of receiving the MetSI. Seventy seven students from two intact classes in a New Taipei senior high school took part in the study. Thirty eight students were in the control group, and thirty nine students were in the experimental group. The same English teacher instructed the two groups. The two groups both received regular listening practice every week. While the experimental group received metacognitive listening strategy instruction, the control group would practice listening with the same video and audio clips without strategy instruction. The students in the experimental group learned metacognitive listening strategies (e.g., advance organization, directed attention, selective attention, comprehension monitoring and double-check monitoring and evaluation) during the four-week treatment.
Based on the independent t-test results, there were no significant differences in listening comprehension between the experimental group and the control group in the pre-test and the post-test, despite the fact that the two groups both improved in their listening comprehension scores. Furthermore, both the experimental group and the control group did not differ significantly in listening comprehension based on the paired samples t-test results. With respect to the students’ performances of metacognitive awareness, the independent t-test results showed that there was no significant difference in the overall metacognitive awareness scores before and after treatment between the two groups. However, the results after the treatment showed that the two groups differ significantly in one factor: planning/evaluation. What’s more, paired samples t-test results showed that there was no significant difference in the control group, while the students in the experimental group improved significantly in their overall metacognitive awareness scores and in the factor: planning/evaluation. According to students’ responses from the survey, the experimental group expressed that they favored using Monitoring and Double-check Monitoring and Selective Attention when they listened. Directive Attention and Selective Attention were the least preferred in the experimental group. Moreover, most students showed that they learned a different way to practice listening and they would like to apply these strategies to practice listening on their own. Some students thought that it was interesting to practice listening via video clips. It seemed that the students’ confidence increased and their anxiety decreased.
The pedagogical implications of this study are shown as follows. Firstly, students’ metacognitive listening awareness in the experimental group had significant improvements, showing students may have more understanding about utilizing listening strategies. Secondly, students showed the strategies they preferred the most and the least in the survey. Teachers are suggested to clearly explain the purpose and the function of each strategy, and provide enough practice for students to get more familiar with those strategies. Thirdly, concerning teaching materials for instruction, the video clips are suggested to be shortened to less than one minute and teachers can provide more online listening platforms for students to practice on their own. To conclude, it is hoped that the design of metacognitive listening strategy instruction can contribute to listening research and also provide in-service teachers with practical guidance on teaching L2 listening.

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