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An exploration of the relationships between students' listening skills, self-rated academic listening, and their metacognitive awareness
This empirical study investigated international students' challenges in listening to academic lectures, and their use of metacognitive listening strategies to overcome their problems. The participants were 46 international students at Memorial University of Newfoundland who were enrolled in various levels of different academic programs. The data were collected using the following instruments: an IELTS listening test, demographic questions, the self-rated academic listening questionnaire (ALSA),doi:10.48336/2ze4-t171 fatcat:m2nmecmthrdlxajfg7fbdzmsz4