The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review (original) (raw)
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This study sought to explore the effect of two different models of metacognitive instruction on the listening performance of EFL learners in Iran. The participants were 90 intermediate EFL listeners in three groups, ranging from 20 to 26 years of age. The participants in experimental group one (n = 30) went through a ten-week intervention program that involved the linear instruction of ten metacognitive strategies, with its focus on planning, monitoring, and evaluation. The participants in experimental group two (n = 30), who were trained through Metacognitive Pedagogical Sequence for ten weeks, went through an intervention program that engaged them in a sequence of tasks to help them develop metacognitive awareness of the processes underlying L2 listening through dialogic interactions. The participants in the control group (n=30), who went through a conventional listening instruction program, were taught by the same teacher and listened to the same materials without any guided attention to
2014
This study sought to explore the effect of two different models of metacognitive instruction on the listening performance of EFL learners in Iran. The participants were 90 intermediate EFL listeners in three groups, ranging from 20 to 26 years of age. The participants in experimental group one (n = 30) went through a ten-week intervention program that involved the linear instruction of ten metacognitive strategies, with its focus on planning, monitoring, and evaluation. The participants in experimental group two (n = 30), who were trained through Metacognitive Pedagogical Sequence for ten weeks, went through an intervention program that engaged them in a sequence of tasks to help them develop metacognitive awareness of the processes underlying L2 listening through dialogic interactions. The participants in the control group (n=30), who went through a conventional listening instruction program, were taught by the same teacher and listened to the same materials without any guided atte...
Malaysian Journal of Languages and Linguistics (MJLL)
This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.
International Journal of Research Studies in Language Learning, 2014
The present study investigated the effectiveness of metacognitive instruction on the improvement of listening comprehension ability of EFL learners. Sixty EFL Persian-speaking constituted the groups; a High Skilled Group (HSG), a Less Skilled Group (LSG), and a Control Group (CG). The results of the posttest indicated that there was a significant difference between all groups, and that the treatment was considerably effective. The High and Less Skilled groups outperformed the other group being the Control Group, on the posttest. Besides, although there was no significant difference between the High and Less Skilled learners on the post test, the Less Skilled learners had the most significant improvement by considering their pretest results and the extent to which they managed to improve. The findings of the study led us to conclude that Less Skilled learners make a noticeable progress via metacognitive instruction. It should also be noted that the intervention resulted in a significant improvement for the High skilled learners as well, but to a lesser extent.
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...
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.
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.
Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness Listening Questionnaire (MALQ) and (b) a Listening Comprehension Test (LCT) developed by the researchers for the purpose of this study. The results indicate that students' possess a moderate level of metacognitive listening strategies awareness. Additionally, whereas directed attention and personal knowledge fail to explain the variance in students' listening comprehension performance, problem solving, planning and evaluation, and directed attention are capable of explaining 56% of the variance in students' performance on the LCT. It is recommended that metacognitive strategies awreness be emphasized in listening comprehension instruction.
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...
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...