Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n = 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.

着重研究针对第二语言（L2）学习者的听力策略的教学，该研究试图重新审视Renandya和Farrell（2011）的观点，即针对英语作为外语（EFL）的英语水平较低的学习者的明确听力策略教学是徒劳的。因此，我们进行了一项准实验研究，以评估元认知干预对低水平（CEFR A2）日本大学英语学习者便利样本的有效性（n= 129）。培训计划侧重于基于过程的显式方法，其中包括集成的体验式学习任务和指导性思考，以开发学习者的第二语言听力技能。数据收集包括TOEIC®考试成绩，听力理解测验，完形填空测验，听力自我效能感调查表和治疗后调查。尽管该培训计划受到学生的好评，并且学生对在L2听力方面表现出更加自信的态度，但我们无法找到任何有力的经验证据来证明我们较低水平的EFL学习者的听力表现得到了改善。因此，这些结果为EFL学习者开始从以策略为重点的元认知干预中受益的潜在熟练度阈值提供了证据。