Listening comprehension poses a significant challenge to foreign language students. It is very demanding for learners to store information in their short term memory, also try to comprehend it, with little time to organize how are going to process it (Rubin, 2005).

This research was held in one of the intellectual schools of Kazakhstan. The participants of this study are eighth grade students of class B. Duration of study is 7 weeks. It is based on the problem of low listening comprehension in external exams and aimed at finding if some listening activities and strategy use instruction can make a change in listener’s performance. Quantitative dimension was designed by pre- mid-post-test scores (derived Cambridge General IELTS Test).There are 11students, three of them have high ability (intermediate), 7 students have pre-intermediate, one has elementary level in English. The reason of conducting research is that learners, in previous years, had some difficulties when they were monitored by their grade level knowledge, when they have to pass their external exams for IGCSS. Students annually show less proficiency than internal exams for unit or term. This imbalance made all teachers discuss what strategies are efficient for advancement and how can they apply them in teaching and learning.

Anyway, the students’ test results are one way to assess your teaching. “Good results should reflect good teaching”. (Davies, 2000). So, it is teacher’s duty to make a difference immediately. At the end of 7-week teaching process, students’ listening comprehension in lengthy texts was at a statistically significant level.

Listening is assessed as an active process that involves the stages of pre-while and post-listening stages within. Accordingly, proficient listeners should be able to apply the comprehension skills at these phases to structure the meaning (Akyol,2006). At the same time, during comprehension process, tasks that demands higher-order thinking, such as examining, choosing, decision-making, converting, interpreting, deduction, analysis, and assessment should be conducted .(Güneş,2004).

Keywords: Listening comprehension, Metacognitive Strategy use

Many researchers stated the difficult nature of listening (Voge1999; Gonen2009). This demanding nature is clearly described in Purdy’s (1997) description , listening is “active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the verbal and nonverbal needs, concerns, and information offered by other human beings.”

It is widely-known thought that learners’ unique mental elements and features are of paramount significance in the procedures of language learning. (Zaker, Nosratina2015) That’s why, it is believed, that focusing on these individual characteristics, every listener employs different mental processes (Cohen2002) and tips to understand, input they are exposed. Chen (2005) is sure that suggesting a particular strategy on this high-order skill would help students in dealing with the complexity of understanding the aural text.

Scholars have tried to highlight main features of strategic learners, types of strategies learners apply in a particular language learning tasks.

Anderson (1991) pointed out, that metacognitive strategies, being most crucial in developing listener’s abilities, activate thinking process, have power to instruct and enhance learning performance (2003). Due to Yang (2009), guiding learners about role of MS in L2listening assists them to overcome challenges more productively, differentiating prosperous learners from unsuccessful ones.

In Turkish EFL learning, Coskun (2009) carried out an experiment to beginner students during 5 weeks on impact of MS training and its integration with regular listening activities, it depicted results with high scores fostering good listening achievement.

As Coh has mentioned, ultimate goal of strategies is providing learners with means to engage in self-regulation of their own learning. Self-regulated learners can set aims for learning, monitor and manage their activity, thoughts and  make adjustments necessary to succeed their goal.

There is a consensus that while designing meaning, a listener’s capability to visit to and monitor what they are listening to—their strategic skills—will lead to their listening comprehension (Rost,2013). Evidence from studies on strategies for language learning shows that successful learners are aware of the learning process and control how they learn ( GriffithsOxford,2014). Why choose this method in the classroom? Radclif (2007) betrayed that explicit techniques cause engagement of prior knowledge and self-monitoring while listening.The more knowledge and skills that students bring to text, the better they will learn from andremember what they read. Skill to understand spoken language requires complex, instant&processing of different types of information. To comprehend spoken language, one needs to coordinate sounds, vocabulary, grammatical structures (Vandergrift,1999). It’s fact that nobody can manipulate mental processes while they are listening. In1995 MCGruddy researched impact of strategy practicing inselective attention, predicting&inferring on learners’ understanding. Intervention group gained high scores on instructors-desighned test, but not on standardizedtest. In Thompson and Rubin’s research, who used both metacognitive and cognitive strategies students gained statistically higher scores on comprehension videotest. Taib&Goh’s research pointedout that practicing in metacognitivestrategies of monitoring, predicting, evaluating problem-solving assisted them build confidence while doing listening task. What are effects of integrated activities and Metacognitive Strategy use instruction on learners understanding of listening tasks? After baseline data had been collected, teacher started instructing strategies. Teacher provided them with feedback, learners reflected on what they had taught. The ultimate goal of integrated activities is to support listeners bring to their attention what these processes are and pay attention how they could manage, oversee the processes better to achieve comprehension aims. Different listening genres were used to plan, monitor, identify problems and evaluate themselves as listeners. Every section begins with a question for prediction “What will this lecture and student talk about?. Students guessed before listening previewing questions, paying attention to subject-specific vocabulary. They listened to beginning ofaudio and tried predict content using their background knowledge. Learners are encouraged to give their thoughts not only at start of conversation but in every stage of listening. Then , the teacher allow them to confirm their earliest hypotheses, correct them and discuss what they have understood from audio. Taking part in dialogic interactions / discussions, they identified main idea and supporting details, they argued in confusing parts of content and justifying with arguments they could make changes to their answers. Applying it on the regular basis

Learners managed how to organize ( Ihave a good mind in my head ), asses (I am satisfied with my level ), monitor ( I use general idea to guess meaning of words). MALQ were explained learners to keep their metacognitive strategy awareness during process, assist them use appropriately. Pre-listening results were used identify their level. Mid- post tests were administered to know if strategyinstruction had anychange in listeners’comprehension. As instructor couldn’t compare results inscientific way, she assessed by scores gained in IELTS test. After first training intermediate students’ could show ability in predicting, filling section before listening. One of them (they are 3) was able to fill in 7 out of 10 questions using sequences of sentences and homogenous words before listening. Other intermediate ones could use homogenous words easily (found out 4-5 words), but struggled in sequences of sentence. Findings Posttest consisted of informational passage about “Environmental issues”. It included diagrams, maps, graphs in which learners had to use along with text to respond 10 questions about what was heard. Next section was about GreatWall in China where Ss answered multiple questions. Most of learners did tasks correctly in preview stage before listening they couldchoose appropriate answer, being familiar topic from history. Student who has struggling in listening gained 23out of40 correctly, 6 students could respond 28.out of40, 4students managed perfectly(31-35), it means when teacher could use and choosestrategies successfully, learners makeprogress achieving objectives. MetacognitiveStrategyuse is effective due to peer, whole class discussion; efficient because it enables better, quicker comprehension, motivates evaluate themselves; learners withnegative listening selfconcept(Bandura1997) developed morepositive image of themselves after treatment. It means that teaching them in listeningstrategies can boost students’ selfefficasy. High level students use inferring (problem solving, planning and evaluating strategies)more easily as they could orchestrate metacognitiveandcognitive strategies, others prefer directed attention and person knowledge strategies effectively.

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