The Relationship Between Metacognitive Awareness and Listening Comprehension Difficulties Among EFL Learners in Libyan Universities: A Case Study at Omar Al-Mukhtar University

Abstract

This study investigates the relationship between metacognitive awareness levels and listening difficulties among English as a Foreign Language (EFL) learners at Omar Al-Mukhtar University in Al-Bayda, Libya. The significance of this research stems from the scarcity of empirical studies in the Libyan context regarding the cognitive processes affecting students' listening performance. The study employed a descriptive correlational approach, utilizing a purposive sample of 48 third- and fourth-year students from the English Department at the Faculty of Arts. To collect data, the researchers utilized the Metacognitive Awareness Listening Questionnaire (MALQ), which consists of 21 items across five main dimensions: Planning-Evaluation, Problem-Solving, Directed Attention, Mental Translation, and Person Knowledge. Descriptive statistical analysis revealed that the "Problem-Solving" dimension achieved the highest mean score (5.11 out of 6), indicating that students frequently attempt to compensate for comprehension gaps through contextual inference and the application of prior knowledge. Conversely, the "Directed Attention" dimension recorded the lowest mean (4.45), reflecting a significant challenge in maintaining sustained focus and recovering from distractions during listening tasks. Results also uncovered a concerning reliance on "Mental Translation" with a mean of 5.06, which is viewed as a surface-level processing strategy that hinders direct comprehension and slows down real-time linguistic processing. Furthermore, the "Planning-Evaluation" dimension showed a relatively low mean of 4.46, suggesting that students often fail to engage in strategic planning or regular performance evaluation. The study recommends integrating explicit and systematic training in metacognitive strategies within listening curricula to reduce reliance on literal translation. It also suggests developing specialized programs to enhance directed attention and strategic planning while encouraging further experimental research to measure instructional impact.