Metacognitive strategies for the development of oral comprehension in Primary Education studentsa study based on the use of English as an International Language

Abstract

This study investigates the development of metacognitive strategies for listening in primary education students when learning English as an International Language. The research aims to define listening competence in English, review the literature related to measurement and evaluation instruments, and emphasize the importance of metacognitive strategies in developing oral comprehension skills in L2 learners. The study also aims to determine whether changes in teaching and learning non-native languages lead to changes in listening comprehension strategies and to identify the difficulties students encounter when understanding spoken English. The research was initially conducted in two primary schools in Jaén with students aged 10-12, and then applied in 17 primary schools in Spain. The study provides insights into the current role of listening comprehension among primary school students and identifies the difficulties encountered by students in understanding spoken English, with a social commitment to improve foreign language teaching and the educational system.