Investigating second language learners' metacognitive awareness and activity in the listening process: a sociocultural perspective

In recent years, there has been a growing body of literature investigating metacognition in second language (L2) listening. The theoretical underpinning of the majority of these studies is that metacognition and listening are individual psychological processes. This paper contributed to the existing body of literature by positioning metacognition in L2 listening from a sociocultural and dialogical perspective. The study provided empirical evidence with regard to the ways in which L2 learners co-construct and negotiate shared understanding in the listening process.