Research on the effects of second language (L2) listening strategy instruction (SI) has gained momentum in recent years (e.g. Vandergrift & Tafaghodtari, 2010). However, the reported results have been inconclusive and varied across studies. Synthesizing the results of quantitative research in this domain, the present meta-analysis sought to determine the overall effectiveness of L2 listening SI as well as to examine the extent to which the effectiveness of instruction is likely to vary as a function of a set of potential moderators (i.e. learning contexts, treatment types, methodological variables, and outcome measures). A comprehensive search identified 45 primary studies, contributing data from 51 independent samples on the effects of SI on L2 listening comprehension. The aggregated findings indicate a medium effect of listening SI ( d = 0.69). These effects were also found to vary as a function of several moderator variables. Based on the obtained findings, L2 teachers are recommended to incorporate listening SI into L2 curricula. Pedagogical suggestions and directions for future research are provided in our discussion.
Listeners are integral parts of second language (L2) oral performance assessment. However, evaluation of listeners is susceptible to listener background variables and biases. These variables and preexisting biases distort native speaker (NS) listeners' perceptions of non-native speakers' (NNSs) speech performance and contribute errors into their oral performance assessment. Among listener background variables, listeners' first language status, the amount of exposure to different English varieties, listeners' educational background, prior language teaching experience, NNSs' linguistic stereotyping, and listener attitude have been investigated in the literature and assumed to exert sizable amount of variation in speakers' oral proficiency true scores. To minimize listeners' bias in the assessment context, listeners are provided with intensive training programs in which they are trained how to rate NNSs' speech more objectively utilizing scoring rubrics. To mediate listeners' bias in social contexts, the literature has provided strands of evidence in favor of structured intergroup contact programs, which are inoculations particularly devised to improve NSs' attitude, thereby making them more receptive to NNSs' English varieties. To enhance L2 listeners' self-efficacy and foster their autonomy, L2 instructors are encouraged to emphasize explicit instruction of listening strategies.
This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students’ perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.
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