Résumé:
The use of metacognitive strategies in the listening process has been substantially supported as a significant aid for its conclusive impact on the listening comprehension process. With the ever-growing awareness of metacognitive strategies, this research work chiefly aims to investigate the relationship between the use of metacognitive strategies and students’ comprehension of lecture. Namely, it is based on the hypothesis that Master 1 students of English at the University of Mohammed Seddik Ben Yahia employ some metacognitive strategies in order to facilitate the processing and comprehension of lectures. To this end, the data were gathered via two research tools, namely a questionnaire and a listening comprehension test. The questionnaire and the listening test were administered to 60 students of English at the University of Mohammed Seddik Ben Yahia, Jijel. The analysis of the research findings supported the assumption that students employ metacognitive strategies more frequently while attending their lectures, which in turn enhance their comprehension. Finally, the study points out to the necessity of exposing students to metacognitive strategy training in order to avoid the use of ineffective strategies like mental translation strategy.
