Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners (original) (raw)
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International Journal of English Language & Translation Studies , 2019
This study examines the effect of metacognitive strategy training on matriculation ESL students" metacognitive awareness and their listening competency. 31 ESL matriculation students took part in this study. Strategy training which was focused on planning and evaluation, directed attention, person knowledge, mental translation and problem solving components and was conducted for 9 weeks. Then, students went through another 4 weeks of online listening practices without any guidance. Metacognitive Awareness Listening Questionnaire (MALQ) was utilised to identify the changes in students" metacognitive awareness. MALQ was given three times which were first before (Pre) and second (Post) after the strategy training. While the third (Post 2) time was given immediately after online listening practices to reexamine participants" metacognitive awareness. A comparison of before and after MALQ results revealed that planning-evaluation and directed-attention components had statistical significant difference in the Paired Sample t-test. However, mean scores for planning-evaluation and directed-attention, problem solving components have increased. Meanwhile, comparison between MALQ results after the training and online listening practices showed that only directed-attention component had statistical significant difference. Thus, metacognitive strategy training has some positive effects on learners" metacognitive awareness.
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...
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.
2013
This paper reports on a quasi experimental research investigating the effects of metacognitive listening strategy training on ESL learners’ listening comprehension and the metacognitive listening strategy used. The subjects of the study were 54 students enrolled in a 14-week pre-university English programme. During the training, 29 students in the experimental group were provided with a list of metacognitive strategies and their descriptions and were taught how to use them,while 25 students in the control group took the normal listening course as prescribed by the host institution. The findings of the study based on ANCOVAshowed that students who underwent metacognitive listening strategy training performed slightly better than students in the controlgroup. The difference, however, was not statistically significant. Nevertheless, they had widened their strategy repertoire and used these strategies more frequently, reflecting characteristics of good listeners
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.
The Use of Metacognitive Strategies by ESL Tertiary Learners in Learning IELTS Listening Course
International Journal of English Language and Literature Studies
Listening, in general, is a challenging language skill for many learners in which they usually face frustration (Arnold, 2000; Goh, 2000). The emphasis of this study is to identify the experiences of ESL learners when learning the listening skill for IELTS while applying metacognitive strategies in learning. The research instrument used in the present study is the semi-structured interviews with the aim of gaining foundational understanding from the selected respondents regarding their use of metacognitive strategies in learning the listening skills for the IELTS examination. The qualitative results of this study were based on interviews conducted among 10 participants who are undergraduate students, underwent an intervention programme which was designed for them to acquire the listening skills using the metacognitive strategies. The semistructured interviews were recorded and transcribed for analysis by using the coding method. Findings of this study suggest that metacognitive strategies presents a viable solution for acquiring appropriate skills in the listening component because although most individuals of normal intelligence engage in metacognitive regulation when confronted with an effortful cognitive task, some are more metacognitive than others. Those with greater metacognitive abilities tend to be more successful in their cognitive endeavours. Additionally, it was also found to have positively impacted learning behaviours with the learners being receptive to the changes and gaining more confidence with independently learning. There is a vast potential that can still be evaluated for the application of metacognitive strategies with other level of learners for acquiring appropriate listening skills in the English language.
Journal of Management Matters, Rajarata University of Sri Lanka, 2018
This paper reports the findings of a study based on an ongoing research which investigates the effects of facilitating English as a Second Language academic lecture comprehension through metacognitive strategy instruction of the undergraduates in a Sri Lankan university. Comprehension of academic lectures conducted in English has been a daunting task for university students mainly due to two reasons; transition from medium of first language to second language and poor state of listening and comprehension skills in English language. The study involved 73 students studying in the Faculty of Management Studies of the Rajarata University of Sri Lanka. A questionnaire was used as the tool for the initial survey to gauge the knowledge of existing metacognitive listening skills while a training in metacognitive strategy instruction in listening was the major study. The results indicated that the selected students had a poor knowledge of metacognitive strategies in the initial survey. In the major study, it was proved that metacognitive strategy training could boost English as a Second Language academic lecture comprehension.
2019
Metacognitive instruction is a relatively current trend in ESL/EFL listening comprehension pedagogy, particularly in Indonesia. Thus, under this pedagogical framework, this present paper reports on an intervention study that investigated the impact of the instruction on listening comprehension and metacognitive awareness of EFL undergraduate students in Lubuklinggau during one semester. During each week in one semester, the participants were guided through the process of planning, monitoring, and evaluating in their listening activities. The study involved 29 first-year students from the study program of English Education in a private university in Lubuklinggau. The instrumentation for this study included the use of a listening test, a questionnaire, and semistructured interview. The results indicated that the metacognitive pedagogical cycle might has a considerable impact on enhancing EFL undergraduate students’ listening comprehension. Moreover, the EFL students were able to benef...
Linguistic, English Education and Art (LEEA) Journal
Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the i...
International Journal of Instruction
The instruction of metacognitive strategies in listening has been increasingly implemented in English as a Foreign Language (EFL) classroom. However, there is yet a growing need to carry out this strategy instruction within a process-based approach for a more engaging and effective listening tasks. Thus, the present study attempts to investigate whether metacognitive strategy instruction with pedagogical cycle enhances the 27 Thai EFL students' listening comprehension performance and their metacognitive awareness in listening (MAL). The study employed a sequential mixed-method and collected data from listening comprehension tests, questionnaire in MAL, observation field notes, and semi-structured interviews. The intervention was carried out in eight sessions of metacognitive pedagogical cycle aimed at improving the students' listening comprehension of short informative video items and their MAL. Results indicate a significant difference between the participants' preand post-listening scores and this result brought a significant relationship to their MAL. However, two (problem solving and directed attention) out of five MAL factors did not show significant relationship with those of the participants' listening comprehension performance. Qualitative findings reveal that the participants have welcomed the use of the intervention as they provide positive insights and opinions into how listening strategy use contributed to the success of their listening task processes.