The Use of Metacognitive Listening Strategies by College Students (original) (raw)
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Metacognitive Listening Strategies used by Saudi University L 2 Successful Learners
2016
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.
Metacognitive Listening Strategies
Abstract This paper investigates the use of metacognitive listening strategies (henceforth MCLS) as applied by Saudi students of EFL at the Department of English Language and its Literature of the College of Languages and Translation at Imam Mohammad bin Saud Islamic University in Riyadh, Kingdom of Saudi Arabia. A questionnaire was developed by the researcher after comparing it with previous questionnaires that attempted to test the use of MCLS in EFL classrooms. The samples were, respectively: level two students (n = 37), level four students (n = 37), level six students (n = 39), and level eight students (n = 28). The total sample number was 141 out of 660, which was the total number of male students at the Department of English Language and its Literature, including those still studying in intensive courses. The results of the analysis of the questionnaire show that the above mentioned students do use MCLS, albeit in a fluctuation manner. The means of MCLS use for all levels involved were as follows: level two (3.83), level four (3.75), level six (3.85), level eight (3.78).
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.
Practitioner Research, 2020
This study examines pre-university students’ metacognitive knowledge and their perception after nine weeks of metacognitive listening strategy training. In total, 31 students were selected from four intact classes in a matriculation college located in the northern region of Malaysia. Students received 9 weeks of Metacognitive Strategy Training (MST) during their listening classes. Focus group interviews were conducted after the strategy training to elicit students’ metacognitive knowledge and their perceptions of MST. Students were divided into five groups for the focus group interviews. Thematic analysis was used to analyse the data. The responses collected from the focus group interviews were reviewed and examined several times to develop themes and subthemes. The findings reveal that students showed a considerable amount of metacognitive knowledge in terms of their role and performance, the process of second language listening, and strategies for listening as second language list...
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...
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...
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 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.
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.
A Case Study of Metacognitive L2 listening Instruction within an EFL Context
2017
This dissertation explores the effects of a 5-day metacognitive listening training program on a group of six learners of English as a foreign language. The context of the study –which is different from previously carried out studies of the same nature- is the local English as a foreign language industry. Second language learners often struggle with listening comprehension and teachers have limited knowledge or guidance in addressing the problems faced by these same learners in the skill of listening. Recent studies have demonstrated a positive correlation between metacognitive training and L2 (second language) listening achievement (Goh, 1997, 2008; Goh & Taib, 2006; Coskun, 2010; Dousti, 2013; Mareschal, 2007; Rasouli, Mollakhan & Karbalei, 2013; Vandergrift, 2003; Vandergrift & Tafaghodtari, 2010). Additionally, it has also been shown that this type of training has beneficial effects on the individual’s growth of metacognitive knowledge (Goh, 2008; Goh & Taib, 2006; Vandergrift & Tafaghodtari, 2010). This research thus aims to gauge the effect of metacognitive listening training on L2 listening achievement through an entry and exit test. Additionally, interviews and questionnaires were analyzed qualitatively in order to assess the outcome of the training on the learners’ L2 listening proficiency and their metacognitive knowledge. Analysis of data showed different results to other studies, with participants gaining less points on their listening test following training. Furthermore, some participants demonstrated a growth in metacognitive knowledge in some aspects more than others. This study has provided tremendous insight into listening as a skill from the point of view of the learners and possible pedagogical approaches for teachers to follow in order to try and improve their learners’ listening skills.