英語為外語的學習者在英語聽力的過程中會使用各種策略去理解內容或是克服遇到的困難，其中後設認知策略在近年備受關注。然而，雖然文獻中不乏有研究探討一般課室環境下英語學習者的後設認知能力及聽力，但以工作場域的成年英語學習者為對象之相關研究仍舊缺乏。故本研究旨在探究38位來自不同外商公司的台灣成年英語學習者的後設認知覺察以及聽力能力。研究方式採取混合研究法，資料來源主要透過線上問卷以及個別訪談。Vandergrift et al. (2006)的聽力後設認知覺察問卷用來測量參與者在職場上的聽力後設認知覺察，而Buck et al. (1998; 2001)的聽力技巧分類在本研究中則是用來讓參與者自我衡量在職場上的聽力能力。
結果顯示這些成年學習者在聽力後設認知覺察有些微程度的發展。在五個後設認知分類中，以問題解決(Problem-solving)策略發展最多而學習者自我相關知識(Person knowledge) 則是發展最少的面向。關於自我衡量聽力能力中的15項聽力技巧，平均結果顯示他們有點同意自己能駕馭這些聽力技巧，其中尤以利用背景知識及線索進行推論，與使用單字知識去理解聽力內容的聽力能力更加的熟練。相比之下，他們較缺乏能理解低頻字群或訊息伴隨著高詞彙密度或複雜句構的技巧。最後，結果亦顯示後設認知覺察與自我衡量的聽力能力有正向顯著的關係，另外，回歸分析也指出參與者的聽力能力能被三個顯著的MALQ變項所預測：問題解決 (Problem-solving)、專注力( Directed attention )與學習者自我相關知識(Person knowledge)。

EFL learners employ a plethora of strategies to comprehend the spoken texts or to overcome the challenges they face in the process of second language (L2) listening, and in which the metacognitive strategies have gained more awareness these decades. However, most studies focused on investigating students’ metacognitive knowledge and L2 listening skills in the classroom context. Therefore, there has been a paucity of research on adult EFL learners in the business settings. The present study aimed to investigate listening metacognitive awareness and the listening competence of 38 adult EFL learners from different international corporations by utilizing a mixed methods research design. Data were collected through online questionnaires and interviews. Vandergrift et al. (2006)’s Metacognitive Awareness Listening Questionnaire (MALQ) was utilized to measure the participants’ level of metacognitive listening awareness in the workplace. Buck et al. (2001)’s listening taxonomy was adapted in the present study for the participants to self-evaluate their listening competence in the workplace.
The result showed that, in terms of the overall level of metacognitive awareness obtained from the survey, this group of adult learners demonstrated a slight development of metacognitive awareness in L2 listening. Among the five metacognitive categories, the participants demonstrated the highest level of awareness in the category of Problem-solving, while the lowest in Person knowledge. Concerning their self-rated listening competence in terms of the 15 listening constructs, the result showed that overall the participants moderately agreed that they had mastered these listening skills. In particular, they were more capable of making inferences by using background knowledge as well as clues from listening content and they were also better at using their vocabulary knowledge to comprehend spoken texts. In contrast, they reported a lack of ability in comprehending low-frequency words and messages with high lexical density or complex syntactic structures while listening to English. Lastly, the study also revealed a significantly positive correlation between the participants’ levels of L2 listening metacognitive awareness and their self-rated listening competence. Moreover, the result of regression analysis also indicated that participants’ listening competence was significantly predicted by the three subscales in MALQ: Problem-solving, Directed attention and Person knowledge.

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