METACOGNITIVE STRATEGIES FOR LISTENING SKILLS IN MALAYSIAN HIGHER EDUCATION: A SYSTEMATIC REVIEW
DOI:
https://doi.org/10.55197/qjssh.v6i5.832Keywords:
listening skills, metacognitive strategies, Malaysian higher education, systematic reviewAbstract
Listening is a critical language skill that plays a central role in academic success, yet it is often the most neglected in English as a Second Language (ESL) instruction. In Malaysian higher education, students frequently encounter challenges in listening comprehension, including difficulties with rapid speech, decoding unfamiliar accents, and processing key information in real time. This systematic review investigates the role of metacognitive strategies in enhancing listening skills among Malaysian university students. Guided by PRISMA principles, peer-reviewed studies published between 2014 and 2024 were identified and analysed to determine effective instructional approaches. Findings reveal that strategies such as planning, monitoring, and evaluating listening performance foster greater learner autonomy and comprehension accuracy. The integration of explicit metacognitive instruction in ESL curricula significantly improves students’ ability to manage cognitive load, anticipate content, and self-assess understanding. However, the review also highlights gaps in training consistency, limited use of technology-mediated listening activities, and a lack of longitudinal studies tracking strategy retention. This paper argues for a more systematic incorporation of metacognitive awareness training in Malaysian higher education to strengthen listening proficiency and equip learners with transferable academic skills. The implications extend to curriculum design, teacher professional development, and technology-enhanced learning initiatives that prioritise active, reflective engagement in the listening process.
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Copyright (c) 2025 DALJEET SINGH SEDHU, HAIDA UMIERA HASHIM, PAUL GNANASELVAM PAKIRNATHAN, NOORAILEEN IBRAHIM, SHEEMA LIZA IDRIS
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