METACOGNITIVE STRATEGY INSTRUCTION ON LISTENING FOR L2 LEARNERS: A SCOPING REVIEW OF RESEARCH AND PRACTICE

Listening comprehension often receives insufficient attention in language learning, despite its importance in second language acquisition. Metacognitive strategy instruction has emerged as a promising approach to improve L2 listening learners' listening performance. To understand the effect of metacognitive strategy on L2 learners’ listening performance and its relations with other areas of study, it is crucial to ask how it has been conceptualized, designed, and operationalized. This article is conducted as a scoping review, collecting, analyzing, and interpreting data gathered from the Scopus database using Preferred Recording Items for Systematic Review (PRISMA) guidelines. Fifteen publications from the Scopus database between 2014-2024 were analyzed, and the result was that the review demonstrated a diverse range of conceptualizations, designs, and evaluations. This study encourages future metacognitive strategy researchers to clearly define their theoretical frameworks, broaden research methodologies' application, and investigate the effect of MSI through multiple evaluations to obtain a more diverse range of perspectives.