INSIGHTS INTO YOUNG LEARNERS' METACOGNITIVE AWARENESS ABOUT LISTENING (original) (raw)
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Listening is an important language and literacy skill yet it remains a somewhat neglected and poorly taught aspect in many of our primary school classrooms. Teaching listening is almost non-existent usually taking the form of exposure to listening comprehension practice in the hope that young learners will somehow get better at it. Although in some instances methods to aid listening development are taught, these tend to involve instructional approaches or techniques to deal with the complexities of the listening tasks rather than focusing on the listening processes involved. This article uses introspections gathered in listening diaries from a group of young learners to reveal metacognitive knowledge they had. Knowledge they possessed mostly revolved around the listening tasks that they were dealing with and how to cope with the challenges of those listening tasks. This article argues for the development of metacognitive knowledge (person, task and strategic knowledge) as part of the processes of teaching listening in order for listening growth to take place. Implications drawn highlight how listening should be taught to young learners rather than just tested with suggestions given on activities that can be incorporated into the classrooms to allow for metacognitive knowledge enhancement to take place.
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.
Novitas-ROYAL (Research on Youth and Language), 2023
This classroom-based research emerged out of the purpose of the teacher-researcher to improve students’ listening comprehension. The setting is an ELT preparatory class at a Turkish state university with 19 voluntary and convenient English language learners as participants. The intervention of metacognitive listening instruction implemented once a week for 45 minutes is hypothesized to be helpful in enhancing listening comprehension and metacognitive awareness. One group pre-test/posttest experimental design was employed to achieve the purpose of the study. In this design, a metacognitive awareness listening questionnaire (MALQ) was administered before and after the experiment. Midterm and final exams served as pre-test and post-test to evaluate listening comprehension levels. The findings elicited from the descriptive and inferential statistics indicated that while students’ listening comprehension improved, their metacognitive awareness did not increase except for the subcomponents of planning/evaluation and person knowledge. The outcomes were interpreted and discussed by referring to previous studies. A number of pedagogical implications were also presented.
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
The Role of Extensive Listening in Raising Students' Metacognitive Awareness of Listening Skill
ELT Research Journal, 2021
The triad purpose of the study was achieved via descriptive single case study with embedded units by using three data collection tools in phases. Preliminarily, the open-ended questionnaire collected from conveniently sampled 39 participants was administered to reach students' metacognitive awareness of listening skill. The initial analysis induced the researcher to employ podcasts as an extensive listening activity by having 4 voluntary students fill up reflective listening journals for each podcast with the aim of realizing the effect of extensive listening on learners' metacognition. Lastly, the focus group interview was conducted to solicit students' possible changing metacognitive views about listening skill in general and extensive listening in particular. As a result, students instructed on listening through the traditional way did not practice their listening outside the class. The dominant factors affecting listening comprehension respectively comprise scanty listening practice, unknown lexis, and unfamiliar background knowledge. The dominant strategies were identified as listening multiple times, raising concentration, taking notes, and looking up into dictionary. The participants also designated favourable metacognitive awareness towards the study per se, extensive listening, and general listening skill.
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...
Journal of English Language Teaching and Applied Linguistics, 2022
Metacognitive Instruction in Listening is a pedagogical procedure that allows the learners to enhance their awareness of the listening process and, at the same time, helps them develop their listening skills. This is a quasi-experiment study conducted on ninety (90) Grade 10 students to determine the efficacy of Metacognitive Process-Based Listening Instruction on students' listening comprehension and metacognitive awareness. A pretest-posttest quasi-experimental research design consisting of two (2) heterogeneous intact classes were used to establish the effects of the Metacognitive Process-Based Listening Instruction on the level of listening comprehension and metacognitive awareness among the Grade 10 students of Malaybalay City National Science High School for the School Year 2019-2020. The instruments used were: (a) validated teacher-made pretest/posttest and an adopted metacognitive awareness listening questionnaire (MALQ). Descriptive statistics such as mean, percentage a...
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.
International Journal of Education, Psychology and Counseling, 2022
This work is licensed under CC BY 4.0 Many language experts and researcher emphasised the crucial awareness and intervention to accentuate listening comprehension. However, listening skill is the least prominent and seldom tackled compared to other language skills. Listening is the key to an effective communication in university and in real life. It is used widely during tertiary education and associated to the overall academic achievement. Listening skill was not developed enough to effectively process the input from various resources across disciplines. Students also often perceive that listening is an innate skill and will be improved naturally. But listening skill can be very complex where students need to direct focus, derive meaning, and differentiate the sound. Therefore, they need to have a clear understanding of the processes involved in listening comprehension. Additionally, they need to integrate strategies that can be used to enhance comprehension. Having self-efficacy beliefs and employing the appropriate listening strategies can improve focus and promote listening comprehension. This study probe on the relationship between listening self-efficacy and metacognitive awareness of listening strategies (MALS). Two instruments were utilised in this study which are English Listening Self-Efficacy Questionnaire (ELSEQ) and Metacognitive Awareness of Listening Strategies Questionnaire (MALQ). Students showed moderate level of listening selfefficacy in this study. Next, students partly agreed with the metacognitive awareness of listening strategies, and problem solving has the highest average score followed by directed attention. Equally important, there was a positive correlation between the learner's self-efficacy beliefs and the average score of
■ 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.