本研究旨在探究以過程為本的後設認知聽力教學對國小六年級生的影響。一百四十位參與者來自新北市某國小的四個六年級班級。實驗組有兩個班共七十人接受為期三個月的後設認知聽力教學，教學過程中引導學生經歷後設認知的聽力過程。由同一位教師授課的對照組，也是七十人，使用同一份教材，但沒有刻意引導聽力的過程。全部參與者對在實驗始末都填寫後設認知覺察聽力問卷以了解學生對英文聽力的後設覺察之變化。學生在英語聽力理解的表現則由Young Learner English 初學者版本中的聽力測驗部分測量。結果顯示實驗組在英語聽力測驗的得分並未顯著高於對照組。在後設認知聽力覺察上，實驗組的表現則顯著優於對照組，尤其是在引導注意力及個人知識兩個面向。學生的反思筆記也顯示此教學法有助於學生在英文聽力自我效能的提升。希望相關的教學過程記錄及實驗結果能提供國小英語教師此教學法的應用有更多了解，並提供後設認知聽力教學應用在國小英語課之實證資料。

This study aims to probe the effects of a process-based metacognitive listening instruction to sixth graders. Participants (N = 140) came from four intact classes of EFL course in an elementary school in New Taipei City. The experimental group (n = 70) received a three-month instruction that led learners through the metacognitive processes underlying listening. The control group (n = 70), taught by the same teacher, listened to the same material but without any guided attention to the process. Development of metacognition about EFL listening was measured by the Metacognitive Awareness Listening Questionnaire at the beginning and end of the study. Change of participants’ listening comprehension was tracked by the listening sections of Young Learner English starter level at the beginning and end of the study. The results showed that there was no significant difference between YLE scores of the experimental group and the control group in the post-test. However, the experiments group significantly outperformed the control group on the last measure of metacognitive awareness, especially in the questions regarding directed attention and person knowledge. Data collected from learners’ reflective journals also provided evidence of a growing learner self-efficacy of the English listening process. The record of the instructional procedure and the results of the experiment is hope to provide a better understanding of a how process-based listening instruction could be implemented to elementary school students and more empirical data about metacognitive listening instruction in elementary school EFL courses.

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