Introduction Metacognitive awareness was recognised as a key factor in shaping effective listening in Arabic as a second language, encompassing both knowledge of cognitive processes and their regulation during listening tasks. However, its impact on actual performance had been underexplored. This study examined the influence of students’ metacognitive awareness on Arabic listening skills ( mahārah istimāʿ ), focusing on predictive strength and pedagogical implications. Methods 300 Form Four students were selected from 1,280 Arabic learners in Johor, Malaysia, using proportionate stratified random sampling. A quantitative survey design was employed with the Metacognitive Awareness Listening Questionnaire (MALQ) and a standardised Arabic listening test. Data were analysed using Pearson correlation and multiple linear regression in SPSS version 23. Approval was obtained from the Ministry of Education Malaysia, Johor State Education Department, school principals, and Arabic teachers. Parents were informed by class teachers through official channels, and no objections were raised, thereby confirming informed consent. Results Findings showed a strong positive correlation (r = 0.92) between metacognitive awareness and listening performance. Metacognitive awareness explained 85% of the variance in scores, demonstrating high predictive validity. Students also displayed resilience and adaptability in applying strategies to overcome listening challenges. Discussion The results underscored the significance of metacognitive regulation in supporting comprehension, confirming theoretical expectations and aligning with prior research. Conclusion The study concluded that metacognitive awareness should be prioritised in Arabic listening instruction, offering a framework for integrating strategy-based interventions to strengthen proficiency.
Baharudin et al. (Thu,) studied this question.
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