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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
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
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  Data: Learners' Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Instruction%22"><i>International Journal of Instruction</i></searchLink>. Jul 2022 15(3):393-412.
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  Data: Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 393
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Listening Comprehension
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      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Listening Comprehension Tests
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      – SubjectFull: Intervention
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      – SubjectFull: Video Technology
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      – SubjectFull: Scores
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Problem Solving
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      – SubjectFull: Attention Control
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Learners' Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle
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              Y: 2022
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