View in EDS

Fostering Learner Autonomy through Explicit Metacognitive Strategy Instruction: A Study in the Omani EFL Context

Saved in:
Bibliographic Details
Title: Fostering Learner Autonomy through Explicit Metacognitive Strategy Instruction: A Study in the Omani EFL Context
Language: English
Authors: Surya S. Vellanki (ORCID 0000-0002-0877-652X), Zahid K. Khan (ORCID 0000-0003-2236-0309), Saadat Mond (ORCID 0000-0002-0780-4306)
Source: Journal of Pedagogical Research. 2024 8(4):178-201.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Metacognition, Comparative Analysis, Learning Strategies, Advanced Students, Listening Comprehension, Student Attitudes, Intervention, Problem Solving, Native Language, Learning Processes, Personal Autonomy, College Preparation, Instructional Effectiveness, Questionnaires, Attention Control, Independent Study, Self Efficacy
Geographic Terms: Oman
ISSN: 2602-3717
Abstract: This research paper explores the effectiveness of Metacognitive Strategy Instruction [MSI] in enhancing the listening skills and autonomy of adult EFL learners in the advanced level of university preparatory studies in Oman. Utilizing a quasi-experimental design, the study involved an Experimental Group [EG] and a Control Group [CG], each comprising 24 students. The EG received MSI, while the CG did not, allowing for a comparative analysis of their listening performances and metacognitive strategy awareness. The study employed a mixed-method approach, incorporating both quantitative and qualitative data. Quantitative data, gathered through pretest and posttest along with the Metacognitive Awareness Listening Questionnaire, assessed the impact of MSI on students' listening skills and metacognitive strategy awareness. Qualitative insights were derived from informal, semi-structured interviews with EG participants, focusing on their experiences and perceptions of MSI. Findings revealed that postintervention, the EG showed significant improvements in listening skills and metacognitive strategy awareness compared to the CG. Specifically, the EG demonstrated notable advancements in planning and evaluation, directed attention, person knowledge, and problem-solving skills. However, both groups continued to rely heavily on mental translation, indicating a persistent dependence on their native language. The study underscores the potential of MSI in fostering learner autonomy and enhancing listening competencies in the Omani EFL context. It advocates for the integration of metacognitive strategies into the language curriculum, specialized teacher training, and the provision of accessible learning resources. The findings particularly highlight the importance of MSI in promoting autonomous learning behaviors, such as planning, monitoring, and evaluating one's own learning process. By enhancing metacognitive strategy awareness, MSI empowers students to take charge of their language learning, thereby increasing their self-efficacy and autonomy. The research suggests that targeted MSI can significantly contribute to the development of L2 learner autonomy in listening. It also recommends further investigation into MSI's long-term effects on promoting autonomy in other language skills and fostering overall learner autonomy in various educational contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456097
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1456097
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1456097
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering Learner Autonomy through Explicit Metacognitive Strategy Instruction: A Study in the Omani EFL Context
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Surya+S%2E+Vellanki%22">Surya S. Vellanki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0877-652X">0000-0002-0877-652X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zahid+K%2E+Khan%22">Zahid K. Khan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2236-0309">0000-0003-2236-0309</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saadat+Mond%22">Saadat Mond</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0780-4306">0000-0002-0780-4306</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2024 8(4):178-201.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Students%22">Advanced Students</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2602-3717
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research paper explores the effectiveness of Metacognitive Strategy Instruction [MSI] in enhancing the listening skills and autonomy of adult EFL learners in the advanced level of university preparatory studies in Oman. Utilizing a quasi-experimental design, the study involved an Experimental Group [EG] and a Control Group [CG], each comprising 24 students. The EG received MSI, while the CG did not, allowing for a comparative analysis of their listening performances and metacognitive strategy awareness. The study employed a mixed-method approach, incorporating both quantitative and qualitative data. Quantitative data, gathered through pretest and posttest along with the Metacognitive Awareness Listening Questionnaire, assessed the impact of MSI on students' listening skills and metacognitive strategy awareness. Qualitative insights were derived from informal, semi-structured interviews with EG participants, focusing on their experiences and perceptions of MSI. Findings revealed that postintervention, the EG showed significant improvements in listening skills and metacognitive strategy awareness compared to the CG. Specifically, the EG demonstrated notable advancements in planning and evaluation, directed attention, person knowledge, and problem-solving skills. However, both groups continued to rely heavily on mental translation, indicating a persistent dependence on their native language. The study underscores the potential of MSI in fostering learner autonomy and enhancing listening competencies in the Omani EFL context. It advocates for the integration of metacognitive strategies into the language curriculum, specialized teacher training, and the provision of accessible learning resources. The findings particularly highlight the importance of MSI in promoting autonomous learning behaviors, such as planning, monitoring, and evaluating one's own learning process. By enhancing metacognitive strategy awareness, MSI empowers students to take charge of their language learning, thereby increasing their self-efficacy and autonomy. The research suggests that targeted MSI can significantly contribute to the development of L2 learner autonomy in listening. It also recommends further investigation into MSI's long-term effects on promoting autonomy in other language skills and fostering overall learner autonomy in various educational contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1456097
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1456097
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 178
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Advanced Students
        Type: general
      – SubjectFull: Listening Comprehension
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Attention Control
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Oman
        Type: general
    Titles:
      – TitleFull: Fostering Learner Autonomy through Explicit Metacognitive Strategy Instruction: A Study in the Omani EFL Context
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Surya S. Vellanki
      – PersonEntity:
          Name:
            NameFull: Zahid K. Khan
      – PersonEntity:
          Name:
            NameFull: Saadat Mond
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 2602-3717
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Pedagogical Research
              Type: main
ResultId 1