Abstract
The present study examined the significance of personality traits in the
metacognitive listening skills of English as a foreign language. The
Metacognitive Awareness Listening Questionnaire and the NEO FiveFactor Inventory were used to measure listening skills and personality
traits respectively. Ninety-eight adult students enrolled in the functional
courses of English language in public and private language institutions
were employed in the pilot study for exploring the suitability of the
instruments. The main study was carried out with 314 English language
students. Statistical analysis involved Pearson correlations and multiple
regression. Results suggest that personality dispositions have significant
impact on metacognitive listening skills. Openness and
Conscientiousness emerged as highly significant personality correlates of
metacognitive listening skills and accounted for 20 % variance in
metacognitive listening skills. Additionally the influence of the
metacognitive skills on actual achievement in English language was also
explored. Metacognitive listening skills explained 5 % variance in
academic achievement in English language. Pedagogical implications of
the individual differences and perceived listening skills have been
discussed.
Waseem Fayyaz, Anila Kamal. (2011) Personality Traits and the Metacognitive Listening Skills of English as a Foreign Language in Pakistan, Journal of Behavioural Sciences, Volume 21, Issue 2.
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