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ts performance in Englishlistening. From the results of pre-test and before training questionnaire, there is nosignificant difference between the experimental class and the control class in terms ofEnglish proficiency and the usage of meta-cognitive strategies. While after theexperiment, the experiment class is superior to the control class in the level oflistening proficiency and usage of meta-cognitive strategies. From there, we can reachthe conclusion that meta-cognitive strategies play an important role in developingsenior high school students’ listening ability. Students with more meta-cognitivestrategies are learners possess the ability to make reasonable plan, self-monitoring,and well-evaluation.Strengthen meta-cognitive strategy training in listening teachingis of great help for students to improve listening level. Students who have receivedmeta-cognitive strategies training tend to get high marks than those who not trainedwith meta-cognitive strategies.
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