Andini, 2024. Correlation Between Metacognitive Awareness Stragies and Listening Self-Efficacy of the Fourth Semester Students in English Department at Mulawarman University. English Language Education Program. Faculty of Teacher Training and Education. Mulawarman University, Samarinda, Advisors: (1) Prof. Dr. Saraka, M.Pd. and (2) Anjar Dwi Astuti, S.S., M.Pd.
This study aims to investigate the correlation between metacognitive awareness strategies and listening self-efficacy among fourth-semester students in the English Department at Mulawarman University. It seeks to determine the levels of metacognitive awareness and listening self-efficacy among these students and explore the relationship between these two variables to provide insights into effective language learning strategies. The study employs a correlational quantitative research design, involving 75 fourth-semester students. Data were collected using the Metacognitive Awareness Listening Questionnaire (MALQ) and the English Listening Self-Efficacy Questionnaire (ELSEQ). The data were analyzed using SPSS to compute descriptive statistics and Pearson Product Moment Correlation coefficients, determining the relationship between metacognitive awareness strategies and listening self-efficacy. The findings indicate that the students exhibit moderate levels of both metacognitive awareness strategies and listening self-efficacy, with mean scores of 97.31 for MALQ and 102.72 for ELSEQ. The Pearson correlation coefficient between these variables is 0.465, with a significance level of 0.000, indicating a significant positive correlation. This suggests that higher metacognitive awareness is associated with higher listening self-efficacy among the students. The discussion highlights that the moderate positive correlation between metacognitive awareness strategies and listening selfefficacy aligns with previous research. It emphasizes the importance of incorporating metacognitive strategy training into the educational curriculum to enhance students'' listening skills and self-efficacy. The findings suggest that improvements in metacognitive awareness can positively impact listening selfefficacy, underscoring the need for targeted metacognitive training to foster better language learning outcomes.