Investigating metacognitive strategy awareness for multimodal listening

Abstract

When we listen to human discourse, we do this in a context which may include the words themselves, tone of voice, stress on words, as well as gestures, visual context, facial expressions and interpersonal distance, which work to produce a multimodal message. The development of listening skills then implies focussing not only on audio input but also on all types of non-verbal input. This article describes a case study of a university listening paper where 12 predominantly English as a second language participants filled out a widely recognised pre and post Metacognitive Awareness Listening Questionnaire consisting of 21 questions. Seven additional questions were added to the questionnaires that related to multimodal aspects of listening. Four of the research participants were also involved in in-depth interviews. Findings indicate the following three main themes relating to student perceptions: that metacognitive listening strategies help their listening; that the teacher has an important role in teaching strategies and selecting listening material; and that overall, video material is more useful than audio material alone for the development of listening comprehension.

Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills

“…For instance, learners are asked to regulate their understanding of a certain discussion topic before expressing it in front of speaking class. It is in line with Cartner and Cameron (2022) who argue metacognitive skills refer to learners' ability to monitor,…”

“…One Haerazi Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills such strategy involves the provision of online materials, specifically English YouTube videos (Arndt & Woore, 2018) and English website links (Son & Park, 2012), which align with the discussion topics at hand. By integrating these resources into the learning process, learners are afforded the opportunity to engage in purposeful listening activities that promote language comprehension and fluency (Cartner & Cameron, 2022;Terzioğlu & Kurt, 2022). The utilization of English YouTube videos serves as a valuable tool to expose learners to authentic spoken language in various contexts (Bajrami & Ismaili, 2016;C.…”

“…Within the context of learning activities, learners are encouraged to think critically, and the outcome of such critical thinking is reflected in their ability to effectively regulate their own learning progress and achievement (Haerazi et al, 2020;Kazemian et al, 2021). Metacognitive skills play a crucial role in the learning process, as they enable learners to engage in reflective thinking, monitor their own comprehension, and make conscious decisions regarding their learning strategies and goals (Aziz et al, 2019;Cartner & Cameron, 2022). By fostering metacognitive skills, flipped learning provides learners with the cognitive tools necessary to actively engage in the learning activities and take ownership of their learning process.…”

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

“…Metacognition pertains to the monitoring and controlling processes of one's own learning and remembering (Anderson, 2012;Cartner & Cameron, 2022). It encompasses learners' knowledge and understanding of their cognitive processes, products, and any factors associated with them (Anderson, 2012).…”