Exploring the relationship between metacognitive awareness and Chinese EFL learners' listening skills.

Listening causes great difficulties for EFL learners and little is known concerning the contribution of EFL learners' metacognitive awareness to their listening performance and to their mastery of listening subskill. In the present study, the Metacognitive Awareness Listening Questionnaire (MALQ) and an in-house listening test were used to collect data from 567 Chinese EFL college students. The G-DINA package in R was adopted to identify students' mastery patterns of listening subskills.