The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students (original) (raw)
Related papers
The Impact of Metacognitive Strategy Instruction on the Listening Performance of University Students
Procedia - Social and Behavioral Sciences, 2014
This study investigated the impact of metacognitive strategy instruction on the listening performance of EFL university students. After screening 50 participants whose English proficiency was around intermediate level from among 60 students at the state university of Qom, they were randomly assigned to experimental and control groups. The experimental group (n=25) received the metacognitive strategy instruction based on the models proposed by Vandergrift and Tafaghodtari (2010) and O'Malley and Chamot (1990), but the control group (n=25) received no metacognitive strategy instruction. The listening module of Cambridge TOEFL was utilized to test the listening performance of the participants in both groups before and after the treatment. The results of the TOEFL test revealed that the experimental group significantly outperformed the control group on the post-test. The pedagogical implications of the study are discussed as well.
This study investigates the effect of activating metacognitive strategies on the listening performance of English as a foreign language (EFL) university students and explores the impact of such strategies on their metacognitive awareness of the listening task. The participants were N = 50 students of English literature at the state university of Qom, Iran. After screening the participants from among 60 students, they were randomly assigned to the experimental and control groups. The experimental group (n = 25) received the metacognitive strategy instruction based on the models proposed by Vandergrift and Tafaghodtari , while the control group (n = 25) received just the listening input with no strategy instruction. The listening module of the International English Language Testing System (IELTS) was utilized to evaluate the listening performance of the participants in both groups in pretests and posttests, and the Metacognitive Awareness Listening Questionnaire (MALQ) instrument was applied to measure the metacognitive awareness of the treatment group before and after the treatment. The results of the IELTS test revealed that the experimental group significantly outperformed the control group on the posttest and according to the analysis of the MALQ instrument there was a significant improvement in the students' level of metacognitive awareness after strategy instruction. The interview results in the discussion section also supported the findings and shed more light on the details.
This study investigated the impact of metacognitive strategy instruction on the listening performance of EFL university students. After screening 50 participants whose English proficiency was around intermediate level from among 60 students at the state university of Qom, they were randomly assigned to experimental and control groups. The experimental group (n=25) received the metacognitive strategy instruction based on the models proposed by Vandergrift and Tafaghodtari (2010) and O'Malley and Chamot (1990), but the control group (n=25) received no metacognitive strategy instruction. The listening module of Cambridge TOEFL was utilized to test the listening performance of the participants in both groups before and after the treatment. The results of the TOEFL test revealed that the experimental group significantly outperformed the control group on the post-test. The pedagogical implications of the study are discussed as well.
2016
Penelitian ini ditujukan untuk meneliti pengaruh strategi Metakognotif dalam meningkatkan komprehensi TOEFL listening pada mahasiswa senior Program Studi Bahasa Inggris Reguler Sore, Universitas Mataram. Penelitian eksperimental ini bertujuan untuk mengidentifikasi apakah penggunaan strategy Metakognitif dapat memberikan pengaruh yang signifikan dalam meningkatkan kemampuan TOEFL listening siswa. Populasi penelitian ini adalah 146 mahasiswa semester tujuh dan sembilan dan sampelnya berjumlah 40 yang dibagi menjadi kelompok eksperimen dan kontrol. Pengambilan sampel dilakukan dengan teknik sample purposive, dimana karakteristik sample yang dipilih adalah memiliki skor TOEFL minimal “400”. Kelompok eksperimen menerima kelas strategi metakognitive sebanyak 5 kali dengan menggunakan pendekatan Cognitive Academic Language Learning (CALLA). Pengumpulan data dilakukan dengan cara menggunakan pre-tes dan pos-tes dengan soal TOEFL listening dan didukung oleh kuesioner Metacognitive Awareness...
European Online Journal of Natural and Social Sciences, 2013
Listening can be regarded as a very important skill in academic worlds. Ongoing debates about listening strategy instruction, as well as a lack of methodological consistency in previous language studies, make it particularly difficult for EFL teachers to know how to implement listening strategy instruction in their classrooms. Therefore, the current was designed to examine the effect of metacognitive listening strategies training on EFL learners' listening comprehension. The participants in the study were selected from six intact classes consisting of 120 intermediate students studying English in Zabansara English Institute in Gorgan, Iran. A listening comprehension test, pre-test and post-test standardized measures of listening comprehension, and metacognitive listening strategy questionnaire were administered to the experimental and control group. The training program period was hold for experimental group within one week after pretest. The instructor taught the metacognitive listening strategies included in Metacognitive Awareness Listening Questionnaire based on CALLA instructional model.Paired-sample T-test was utilized for the purpose of data analysis. The results of this study showed that metacognitive strategy training can advance Iranian EFL learners from the beginning level to a higher level of listening comprehension. If teachers in both contexts modify learning strategies to fit students' special needs and adapt these listening strategies to facilitate academic learning, the learners will elevate their language proficiency levels and develop much higher listening achievement. In sum, Iranian EFL participants benefited in numerous ways from listening strategies instruction.
The Effect of Cognitive and Metacognitive Strategy Use on Iranian EFL Learners' Receptive Skills
This study investigated the effectiveness of cognitive and metacognitive strategy use on EFL learners' receptive language skills. The participants of the study were 60 Iranian EFL intermediate students. They were selected from a pool of 90 students (both male and female, between 18 to 31 years old) with different levels of proficiency. At the beginning of the study, the learners took a pretest on general English. All 90 students were invited to take a PET test which included four parts: reading, writing, speaking, and listening test. According to their performance on PET, the 60 students whose scores ranged from 120 to160 were selected as the participants of the study. In order to find out what cognitive and metacognitive strategies had effects on students' listening and reading performance, a questionnaire was employed. Multiple regressions were also used to analyze the data and find possible answers to the research questions. The findings revealed that both listening and reading comprehension scores of the participants were positively and significantly correlated with cognitive and metacognitive strategy use. The findings are discussed and some pedagogical implications for language teachers are drawn upon.
The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students
The objective of this study is to investigate the effect of metacognitive listening strategy training on the listening performance of a group of beginner preparatory school students at a university in Turkey. Two beginner groups, a control group (n: 20) and an experimental group (n: 20), were chosen as the participants of the study. The experimental group received five weeks of metacognitive strategy training embedded into a listening course book, while the other group did not. At the end of the training, a listening test taken from the teacher's manual of the same course book was administered to both groups. The analysis of the test scores using t-test revealed that the experimental group did statistically better in the test. The implication of the study is that metacognitive strategy training should be incorporated into the regular listening teaching program to help students become more effective listeners.
EFL Learners’ Metacognitive Strategy Use in Academic Listening Tasks
Journal of Applied Linguistics and Language Research, 2017
This study sought to investigate metacognitive listening strategies as used by Iranian EFL university students as well as the relationship between using such strategies and listening comprehension. To this end, 36 EFL university students were selected from existing classes according to their performance on the listening section of the TOEFL. Two instruments were employed in the study: Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, et al., 2006) and the listening section of a retired TOEFL. Descriptive statistics and Spearman’s correlation coefficient were used to determine how metacognitive strategies were used and whether there was a significant correlation between the participants’ listening comprehension scores and their metacognitive listening strategy use. Results revealed that ‘problem-solving strategies’ were most frequently used and ‘mental translation strategies’, least frequently. It was also found that there was a statistically significant positive c...
International Journal of Instruction, 2015
Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009) was used to measure the participants' level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20) and control (n=20) groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.
Among the challenges instructors face when presented with the task of teaching, metacognitive strategies in ESL listening is the choice of instruction models to be adopted. This paper presents the findings of a research that compares the use of two instruction models to teach metacognitive strategies in L2 listening; the Metacognitive Pedagogical Sequence (MPS) and the Cognitive Academic Language Learning Approach (CALLA). A quasi-experimental research was carried out to compare their effects on the listening comprehension performance of Malaysian ESL learners (N=50) at a tertiary institution in Malaysia, using IELTS listening tests. The study aims to investigate if the two models would result in improvements to listeners' listening comprehension performance across three levels of listening proficiency (high, intermediate and low). Posttest results show that listening comprehension performance using both models improved significantly compared to their pretest scores. However, when comparing between MPS and CALLA, there was no significant difference between their pretest-posttest improvements. In terms of listening proficiency levels, listeners in the intermediate and low levels made the most improvement and benefited the most from metacognitive strategy instruction. The paper concludes by making several recommendations with regard to their suitability of use in teaching L2 listening and their practical applications in teaching L2 unidirectional listening, as tested in IELTS and MUET.