Learners' Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle
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| Title: | Learners' Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle |
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| Language: | English |
| Authors: | Robillos, Roderick Julian, Bustos, Irene Gaspar |
| Source: | International Journal of Instruction. Jul 2022 15(3):393-412. |
| Availability: | Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Learning Strategies, Teaching Methods, Second Language Learning, Second Language Instruction, English (Second Language), Foreign Countries, Listening Comprehension, Task Analysis, Listening Comprehension Tests, Intervention, Video Technology, Scores, Undergraduate Students, Student Attitudes, Pilot Projects, Problem Solving, Attention Control, Instructional Effectiveness |
| Geographic Terms: | Thailand |
| ISSN: | 1694-609X 1308-1470 |
| Abstract: | 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' pre- and 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1355591 |
| Database: | ERIC |
| Abstract: | 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' pre- and 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. |
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| ISSN: | 1694-609X 1308-1470 |
