Exploring the effect of the model of metacognitive instruction on the listening performance of EFL learners (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
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.
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.
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.
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.
Asian Journal of Research in Social Sciences and Humanities, 2015
It is obvious that students feel anxious when they miss some parts while listening in the classroom. In addition, among all four skills required to use a language, listening skills are considered as one of the most important skills that educators are always concerned about. Therefore, training EFL learners to utilize cognitive and metacognitive listening strategies while listening in EFL contexts can assist them in the achievement of higher levels of listening comprehension. The main objective of this is to determine whether the learners are able to enhance their listening comprehension by using different cognitive and metacognitive strategies. The participants of this study were 80 intermediate male students of Iran language institute in Darab, Fars province. After screening the participants through the pre-test 47 of them were selected and assigned randomly to 2 experimental (n=22, n=25) groups and others were assigned to a control (n=21) group. Each intact class was randomly selected to two experimental groups including (1) cognitive strategies group; (2) metacognitive strategies group; and one control group without any intervention. One of the experimental group was taught to use some cognitive listening strategies while listening and the students in another experimental group were taught how to use some metacognitive strategies while listening. The results of the study indicated that metacognitive and cognitive listening comprehension strategy training based on CALLA instructional model could play a significant role in enhancing Iranian EFL learners' listening comprehension. Finally, metacognitive listening strategy training could play a better role in enhancing listening comprehension, in comparison to cognitive listening strategy training. .
Journal of Education and Training, 2015
Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners' perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners' listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners' beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.
The Journal of AsiaTEFL
This study investigated whether metacognitive instruction affected, first, Iranian EFL learners' listening comprehension and, second, skilled vs. less-skilled listeners' comprehension. Fifty nine upper-intermediate level learners were selected from two intact classes to participate in 16 sessions. The classes were randomly assigned to the experimental and the control groups. Participants in the experimental group were further divided into skilled and less-skilled listeners based on their listening pretest scores. The treatment in the experimental group centered on practicing integrated experiential listening activities while the control group practiced the product approach. All the participants took listening comprehension tests as a pretest, immediate posttest, and delayed posttest. Results showed significant differences between the experimental and the control groups at immediate and delayed posttests, and a significant progress in the experimental group's performance over time. Comparing the skilled and less-skilled listeners' performance showed a significant difference at the pretest. Track of changes indicated significant improvements in the less-skilled listeners over time, while the skilled listeners' performance only improved significantly from pretest to immediate posttest. The findings expanded on the previous findings that metacognitive listening instruction is an invaluable approach to fostering listening comprehension. Additionally, it presented important implications to be considered in listening classrooms.
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.
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...