A DECADE OF RESEARCH ON TEACHING LISTENING: METACOGNITION AND ITS POTENTIAL FOR BIPA

Abstract

This systematic literature review investigates recent research and advancements in teaching listening comprehension skills for foreign and second language learners over the past 10 years. Scopus databases, known for their comprehensive coverage of scholarly journals, were used to gather relevant studies. The initial search from 2013 to 2024 produced 172 articles. After applying strict inclusion criteria and eliminating redundancies using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, 29 studies were selected for in-depth analysis. The review reveals that the main strategy identified in the last decade for improving listening comprehension is the metacognitive strategy. This process-based instruction empowers learners to take charge of their learning through techniques such as self-monitoring, self-regulation, and self-evaluation. The studies also highlight that metacognitive strategies are particularly effective when combined with linguistic input, such as vocabulary and pronunciation exercises, and psychological considerations, such as managing learner anxiety. These findings can be applied to the teaching of Indonesian for foreign speakers (BIPA), as it fits within the broader field of teaching second or foreign languages. Furthermore, BIPA programs can benefit from integrating these strategies, as they not only improve listening comprehension but also encourage greater learner autonomy and cultural understanding, which are critical components for foreign language mastery.