A METACOGNITIVE PERSPECTIVE LANGUAGE INDUCTION TO HIGH SCHOOL LEARNERS’ PRIOR KNOWLEDGE AND BELIEFS IN LEARNING ENGLISH LANGUAGE THROUG SONGS
A METACOGNITIVE PERSPECTIVE LANGUAGE INDUCTION TO HIGH SCHOOL LEARNERS’ PRIOR KNOWLEDGE AND BELIEFS IN LEARNING ENGLISH LANGUAGE THROUG SONGS

Summary/Abstract: Metacognition is an awareness of EFL knowledge processes, and as a crucial aspect of the learning process, it shapes directly learners’ beliefs and approaches concerning learning English language acquisition. Metacognition is a beneficial aspect in raising awareness and improving listening comprehension. Metacognition perspectives’ strategies in inducing lyric’ songs reflect improving listening comprehension proficiency. Metacognition is a process in which an EFL learner is actively involved in processes such as monitoring prior knowledge development and reflection practices toward prospective listening comprehension. The current research center of attention is to verify the effectiveness of inducing song lyrics in the EFL high school curriculum, outline listening activities’ for EFL intermediate high school learners, and highlight the relevance of inducing an integrated aspect of listening skills. Additionally, through metacognitive perspective strategies, EFL intermediate Tetova high school learners can reflect on and improve their current level of listening comprehension proficiency. Furthermore, it emphasizes the metacognitive perspectives in employing a significant content-based learning, such as reading lyrics and listening to songs based on the topics which are closely related to the high school English language curriculum. Furthermore, a multiple-choice metacognitive survey questionnaire was distributed. The aim was to determine the significance of a content-based curriculum integration to high school learners’ prior knowledge and to verify the influences on their beliefs in learning EFL through songs. In the second phase, we elicited a selected song lyrics list during the period of the academic year 2021/2022. In the third stage was obtained reflection journal concerning listening logs. To conclude, the significance of the metacognitive perspective on listening skills curriculum integration in teaching intermediate students is marked.

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