A Review of Research on Metacognitive Instruction for Listening Development

Bozorgian, Hossein; Shamsi, Esmat

doi:10.1080/10904018.2023.2197008

Cited by 7 publications

(4 citation statements)

References 47 publications

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“…It means that language learning involves not only reading but also expressing oneself and responding to others, which makes listening a crucial skill. (Bozorgian & Pilla, 2013), (Mercadal-sabbagh & Purdy, 2016) suggests that learning to listen is intertwined with learning to respond effectively. Additionally, the ability to understand spoken language is essential for students to be responsive in communication.…”

Section: To What Extent Do the Teachers Assess Students' Listening Co...mentioning

confidence: 99%

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

Rahayu

2024

JONED

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The purpose of this study was to find out how teachers at MA Ma'arif Jogorogo applied strategies to teach aspects of listening. The teachers were selected through purposive sampling, which involved the selection of samples based on specific criteria. Based on the purposive sampling method, two teachers were selected as research samples. A qualitative descriptive research approach was used to examine three aspects of teachers' strategies: their interpretation of teaching strategies, their actual teaching methods, and their assessment of students' listening comprehension. Data collection involved semi-structured interviews to gain in-depth insights from the respondents. Data analysis used interactive analysis models from Miles and Huberman. The research revealed that teachers' interpretations of strategies were closely interrelated with other skills, impacting learning outcomes significantly. Additionally, the use of different strategies facilitated students to more easily understand the material discussed. Furthermore, the use of different strategies could lead to varying results. Moreover, the use of audio-visual media allowed students to directly hear the sound and focus on the content in question, followed by group discussions and quizzes that encouraged direct and spontaneous student responses. Finally, teachers assessed students' work through various exercises, such as summarizing the material, identifying main ideas, making presentations, and engaging in question and answer sessions. _________________________________________________________________________________________ Tujuan dari penelitian ini adalah untuk mengetahui bagaimana guru di MA Ma'arif Jogorogo menerapkan strategi untuk mengajar aspek mendengarkan. Para guru dipilih melalui cara purposive sampling, yaitu pemilihan sampel dengan kriteria-kriteria yang telah disebutkan. Berdasarkan metode purposive sampling tersebut didapatkan dua orang guru sebagai sampel penelitian. Pendekatan penelitian deskriptif kualitatif digunakan untuk menguji tiga aspek strategi guru: interpretasi mereka terhadap strategi pengajaran, metode pengajaran mereka yang sebenarnya, dan penilaian mereka terhadap pemahaman mendengarkan siswa. Pengumpulan data melibatkan wawancara semi-terstruktur untuk mendapatkan wawasan mendalam dari para responden. Analisis data menggunakan model analisis interaktif dari Miles and Huberman. Penelitian ini mengungkapkan bahwa interpretasi guru terhadap strategi saling terkait erat dengan keterampilan lain, berdampak pada hasil pembelajaran secara signifikan. Selain itu, penggunaan strategi yangnberbeda juga memfasilitasi para siswa agar lebih mudah dalam memahami materi yang didiskusikan. Selain itu, penggunaan strategi yang berbeda dapat menyebabkan hasil yang bervariasi. Selanjutnya, penggunaan media audio visual memungkinkan siswa untuk langsung mendengar suara dan fokus pada konten yang dimaksud, diikuti dengan diskusi kelompok dan kuis yang mendorong tanggapan siswa secara langsung dan spontan. Akhirnya, guru menilai pekerjaan siswa melalui berbagai latihan, seperti meringkas materi, mengidentifikasi ide-ide utama, melakukan presentasi, dan terlibat dalam sesi tanya jawab

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Section: To What Extent Do the Teachers Assess Students' Listening Co...mentioning

confidence: 99%

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

Rahayu

2024

JONED

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“…EFL learners often face difficulties in Listening comprehension. Bozorgian and pillay (2013) agreed that more than forty-five percent of total communication time is spent on listening, thirty percent speaking , sixteen percent reading and nine percent writing. They consider listening comprehension the queen of communication skills because the better listeners understand what they hear, the better they speak.…”

Section: Significance Of Efl Listening Comprehension Skillsmentioning

confidence: 99%

Essam Mohammed Mustafa Elewah: The Effects of using listening triangle strategy on Developing EFL literal Listening Comprehension Skills

2023

مجلة التربية في القرن 21 للدراسات التربوية والنفسية

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The current study aimed at investigating the effects of using the triangle listening strategy in developing preparatory stage pupils EFL listening comprehension skills. The participants were sixty-four,1 st year preparatory stage pupils enrolled at Kafr Salamoon Preparatory School in Kom Hamada Educational Administration They were divided into two groups: an experimental group (n= 32) and a control group (n= 32 ). The study instrument was an EFL listening comprehension test. The participants of the experimental group were taught using the triangle listening strategy while the participants of the control group received regular instruction. The data obtained were statistically analyzed. The results revealed that using the triangle listening strategy was effective in developing preparatory stage pupils EFL listening comprehension skills in English as a foreign language

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“…Students' listening difficulties resulted from their use of ineffective strategies (Namaziandost, Ahmadi, & Keshmirshekan, 2019;Rajab & Nimehchisalem, 2016). On the other side, the employment of effective strategies helps the students improve their proficiency (Arroyani, 2015; Bozorgian & Pilla, 2013;& Coskun, 2010). Therefore, it is crucial to discover students' listening difficulties and strategies to overcome the recurring problems.…”

Section: Introductionmentioning

confidence: 99%

Discovering EFL Graduate Students’ Difficulties And Strategies During Self-Directed Web-Based Listening Activities

Muslim,

Sulistyaningrum

2024

IJERSC

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This research was conducted to discover the difficulties faced and the strategies employed by students of the Master of English Language Education Study Program during self-directed web-based listening activities at the B2, C1, and C2 levels of CEFR. In this research, the researcher involved 8 students of the Master of English Language Education Study Program at a state university in Indonesia who enrolled in the same class for the English Proficiency for Teachers course. During the course, the students autonomously developed their listening proficiency. At the same time, the students were asked to report their results of listening activities while also identifying and reporting the difficulties they faced and the strategies to overcome the difficulties during the listening activities in the form of task reports and self-reflective writing. The researcher employed the content analysis method to explore the reflective writing and reports written by the students of the Master of English Language Education Study Program to discover the difficulties they faced and the listening strategies they employed. The students’ reflections were analyzed to set the rubric for discovering their difficulties and strategies. Then, the researcher used the rubric as an instrument to analyze the data. As a result, this research has confirmed that students of the Master of English Language Education Study Program faced various difficulties and employed various strategies during the self-directed web-based listening activities at the B2, C1, and C2 levels of CEFR. This research also provides valuable insight for anyone in the English language education field.

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A Review of Research on Metacognitive Instruction for Listening Development

Cited by 7 publications

References 47 publications

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

Essam Mohammed Mustafa Elewah: The Effects of using listening triangle strategy on Developing EFL literal Listening Comprehension Skills

Discovering EFL Graduate Students’ Difficulties And Strategies During Self-Directed Web-Based Listening Activities

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