Research into practice: implementing strategy and metacognition-basedinstruction in the teaching of EFL listening for Algerian university teachersand students (original) (raw)
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Teaching and Learning Second Language Listening: Metacognition in Action
Routledg: Newyork and London 214 pages, ISBN: 978-0-203-84337-6 (ebk), $33.75 Reviewed by ADANECH ZEMEDE WOLDEMARIAM The book, Teaching and Learning Second Language Listening: Metacognition in Action, intended for teachers who are teaching listening, to help them to understand the process of teaching listening, to identify the role of metacognition in listening development, and how to teach listening. Teachers can use or adopt this book for teaching listening inside and outside the class rooms; its approach focuses on language learners. It is designed to be as a text book and as a reference book. As a text book, it uses for Diploma and MA/M.Ed courses. As a reference, it uses for developing a deeper understanding of listening skills of learners (prologue). Further, it requires teachers to fill in 10 items with 6 Likert scales, to reflect on their teaching and learning second language listening based on their experience. Finally, it ends with the three appendices (strategies for listening comprehension with examples, Metacognitive Awareness of Listening Questionnaire (MALQ), and online resources for listening practices), and reference lists. The book has twelve chapters with three parts. Part one focuses on learning to listen; part two focuses on metacognition approach to listening, and part three focuses on listening in other contexts. All the three parts start with scenarios and pre-reading reflection questions regarding the scenarios. In addition, each chapter ends with discussion questions and tasks with further reading reference lists. The next paragraphs will discusses each of these parts with their chapters. Part one, learning to listen, introduces the importance of listening as a skill comparing with the other major language skills. This part encompasses four chapters (chapter 1-4). Chapter one, challenges and opportunities in listening instruction, emphasizes the experiences of teaching listening in the past decades in which the listening activities tend to focus on the outcome of it (p. 4). Therefore, learners face many challenges such as anxiety, not knowing how to listen or they need time to get the speakers' message, the nature of spoken text does not allow them
■ There has been a growing interest in and concern for the teaching of listening in the last 40 years. Looking back over the years, we can see how the emphases on teaching listening and the focus of listening instruction have changed. Although instructional practices were initially heavily influenced by models of the written language and a behaviourist approach, the focus has since moved to developing listening as a skill needed for constructing and communicating meaning. More recently, discussions about listening instruction have emphasized the role of strategy training and learner metacognition in facilitating comprehension. In this paper I discuss a metacognitive approach, drawing on understandings from educational research as well as second language listening studies. I explain its theoretical rationale and identify principles for carrying out metacognitive instruction, as well as outline general instructional objectives and learning activities for this purpose. Finally, I suggest possible research directions for examining the role of metacognition in second language listening and the relevance of metacognitive instruction to listening development.
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...
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.
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 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
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.
Metacognition – Strategy Use and Metacognitive Knowledge – in EFL Listening: A Pilot Study
Journal of ELT Research, 2020
Metacognition, the term invented by Flavell (1979), has the potential to facilitate language learning and listening (Flavell, 1979; Vandegrift and Goh, 2012; Wenden, 1991). However, little has been known about holistic metacognition in L2 listening and in an 'input-poor' EFL context of Bangladesh. This pilot study aims to explore metacognition of tertiary level students in an EFL context of Bangladesh. A pilot study was conducted to trial four data collection instruments as part of the author's PhD research; however, this study reported pilot data collected via the three tools only. Listening Strategy Questionnaire (LSQ) was exploited to collect quantitative data on off-line, perceived strategy use and a Listening Test adapted from IELTS listening was used to assess learners' listening comprehension. Semi-structured Interview elicited qualitative data on students' perceptions of EFL listening i.e., metacognitive knowledge. The results of this pilot study revealed...
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 Instruction for Second Language Listening Development
RELC Journal, 2008
■ There has been a growing interest in and concern for the teaching of listening in the last 40 years. Looking back over the years, we can see how the emphases on teaching listening and the focus of listening instruction have changed. Although instructional practices were initially heavily influenced by models of the written language and a behaviourist approach, the focus has since moved to developing listening as a skill needed for constructing and communicating meaning. More recently, discussions about listening instruction have emphasized the role of strategy training and learner metacognition in facilitating comprehension. In this paper I discuss a metacognitive approach, drawing on understandings from educational research as well as second language listening studies. I explain its theoretical rationale and identify principles for carrying out metacognitive instruction, as well as outline general instructional objectives and learning activities for this purpose. Finally, I suggest possible research directions for examining the role of metacognition in second language listening and the relevance of metacognitive instruction to listening development.