Learners’ Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle (original) (raw)
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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.
Lexeme : Journal of Linguistics and Applied Linguistics, 2019
Among listening strategies that are proposed by experts, metacognitive is one of important strategies in language learning. Metacognitive strategies help students understand the way they learn and the steps they take. Hence, learners will success in learning a language. The study investigated metacognitive listening strategies awareness and the listening difficulties among the second semester students at Faculty of Letter of Universitas Pamulang academic year 2017/2018. Out of 300 students of the population, 131 students (99 females and 32 males) were chosen as the samples based on the random sampling. The data in this study were obtained through questionnaires (MALQ, Vandergrift et al, 2006) and openended questionnaire. This study revealed that overall the highest level of the students’ metacognitive awareness is problem solving and the lowest is directed attention. The students identified a number of factors that contribute to difficulties in listening comprehension: lack of vocab...
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.
Enhancing Listening Comprehension: The Role of Metacognitive Strategy Instruction (MetSI)
Procedia - Social and Behavioral Sciences, 2013
This paper reports the findings of a study taken from an ongoing doctoral research study which investigates the effects of metacognitive strategy training on lecture listening comprehension abilities of undergraduate students in Malaysia. Listening to lectures is difficult especially for students who have just entered the university and even more daunting for Malaysian students as English is a second or foreign language to them. The study involved 34 first-year students from the Faculty of Education in a public university in Malaysia. Instrumentation for the study involved the use of a questionnaire, a listening test and semi-structured interviews. Results indicated that students who frequently use metacognitive strategies when listening to lectures in English scored higher in the listening test. In addition, students could benefit from instructions in listening strategies as these assisted them in their academic success.
Novitas-ROYAL (Research on Youth and Language), 2023
This classroom-based research emerged out of the purpose of the teacher-researcher to improve students’ listening comprehension. The setting is an ELT preparatory class at a Turkish state university with 19 voluntary and convenient English language learners as participants. The intervention of metacognitive listening instruction implemented once a week for 45 minutes is hypothesized to be helpful in enhancing listening comprehension and metacognitive awareness. One group pre-test/posttest experimental design was employed to achieve the purpose of the study. In this design, a metacognitive awareness listening questionnaire (MALQ) was administered before and after the experiment. Midterm and final exams served as pre-test and post-test to evaluate listening comprehension levels. The findings elicited from the descriptive and inferential statistics indicated that while students’ listening comprehension improved, their metacognitive awareness did not increase except for the subcomponents of planning/evaluation and person knowledge. The outcomes were interpreted and discussed by referring to previous studies. A number of pedagogical implications were also presented.
International Journal of Religion, 2024
This study evaluates the effects of the metacognitive pedagogical cycle on EFL learners' listening performance and their perceptions regarding the metacognitive pedagogical cycle. A total of 62 learners from two intact classes participated in this study based on the convenience sampling technique. One class was randomly selected as the experimental group (N=31), which received the metacognitive pedagogical cycle as the intervention, and the other class was the control group (N=31), which underwent the conventional approach. After 14 weeks of intervention, a listening test for TEM-4 was used to evaluate learners' listening comprehension performance, and a semi-structured interview was utilized to collect learners' attitudes toward the metacognitive pedagogical cycle. Results showed that learners in the experimental group outperformed learners in the control group regarding listening performance. Moreover, learners held positive attitudes toward the metacognitive pedagogical cycle. Furthermore, this metacognitive process-based approach to listening is recognized to have transferability beyond the second language classroom. At last, suggestions were made for implementing metacognitive instruction within the existing education system.
Journal of English Language Teaching and Applied Linguistics, 2022
Metacognitive Instruction in Listening is a pedagogical procedure that allows the learners to enhance their awareness of the listening process and, at the same time, helps them develop their listening skills. This is a quasi-experiment study conducted on ninety (90) Grade 10 students to determine the efficacy of Metacognitive Process-Based Listening Instruction on students' listening comprehension and metacognitive awareness. A pretest-posttest quasi-experimental research design consisting of two (2) heterogeneous intact classes were used to establish the effects of the Metacognitive Process-Based Listening Instruction on the level of listening comprehension and metacognitive awareness among the Grade 10 students of Malaybalay City National Science High School for the School Year 2019-2020. The instruments used were: (a) validated teacher-made pretest/posttest and an adopted metacognitive awareness listening questionnaire (MALQ). Descriptive statistics such as mean, percentage a...
Metacognitive Listening Strategies used by Saudi University L 2 Successful Learners
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This paper reports on the metacognitive listening strategies used by second language successful learners when listening to a text in English. It is part of a larger study where 82 students were surveyed in regards to metacognitive listening strategies using the Metacognitive Awareness Listening Questionnaire (MALQ). Three successful listeners from among the 82 students volunteered to take part in the verbal reports (think-aloud protocols) in an attempt to uncover the metacognitive listening strategies this group of learners uses. The research question I sought to answer was: What are the metacognitive strategies that successful level four female Saudi students at the College of Languages and Translation at King Saud University report using while listening to a text in English? Results indicated that when listening in English, this group of learners use problem-solving and directed attention strategies more often than other types of metacognitive strategies.
University Studentsr Metacognitive Awareness in Listening to English as a Foreign Language
Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018)
Grabbing meanings in oral texts is not always easy. Therefore, listening is considered as a difficult task by many learners of English as a foreign language. The preliminary study of this research even revealed that students of English Department still face this problem. To ease the task, it is essential for students to know and apply suitable listening strategies as well as to have awareness related to their learning. Yet, whether or not students have the awareness and know the strategies are still questioned. Hence, a research was conducted and this article attempts to share the findings of an investigation on the metacognitive awareness of sophomore students regarding their listening comprehension in English and the strategies they use to understand listening texts. Sophomore students of English education department were chosen because they met the criteria to be the participants of this study i.e. they had joined some level of listening courses in the department. They are considered have adequate experiences in listening class. The data in this study was obtained through questionnaires (MALQ, Vandergrift et al, 2006). Results showed that the students were fairly aware of all aspects of metacognitive strategies and knowledge. Unlike those who were only tested, students who perceived of being trained in using listening strategies had higher metacognitive awareness.
The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students
International Journal of Linguistics, 2012
The aim of this study is to explore the effect of metacognitive strategy instruction on the listening performance of EFL university students. The participants were 82 students studying English translation and literature at Shahid Beheshti University. After screening the participants, 62 of them were selected and assigned to experimental and control groups. The experimental group (n=32) received the strategy training following the models proposed by Vandergrift and Tafaghodtari (2010) and O'Malley and Chamot (1990), while the control group (n=30) received no instruction. The listening section of the TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results revealed that experimental group significantly outperformed the control group on the post test measure.