Abstract:
Multimodality and metacognition are two constructs that have been studied extensively in ESL/EFL contexts. There has been robust evidence to show their facilitating role in L2 acquisition. Integrating both of them, we took a metacongnitive process-based approach to teaching EFL listening for enhancing listeners’ performance in a multimedia environment. Independent t test on the gain scores of the two groups indicated no statistical significance (p=.065), but very close to the preset a value.Paired-sample t test revealed that the performing differences between pre-test and post-test were both statistically significant for the two groups, however, the effect size of the experimental group is greater than that of the control group. Suggestions for further research are given and implications for instructional practice are drawn from the study.