Learners’ Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle

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' preand 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.

Measurement model testing: Adaption of self-efficacy and metacognitive awareness among university students

“…The current research found high variability across metacognitive awareness research, which is consistent with earlier research (Mohammadi et al, 2022;Moxon, 2022;Robillos & Bustos, 2022;Tak et al, 2021;. However, the Cronbach's alpha value which were >0.70 for the self-efficacy toward mathematics research (the path equivalent to prior unidirectional meta-analyses) compares well to the values of 0.72-0.93 found in the sole review that included comparable data (Aprisal & Abadi, 2018;Blotnicky et al, 2018;Liu et al, 2020).…”

“…The reflective thinking qualities required for this procedure too must be considered (Khodaei et al, 2022). Furthermore, Robillos and Bustos (2022) assert that the reflective process is a dialectic between thinking and action at the foundation of the evolutionary change in approach, which necessitates fundamental transformations in ideas, attitudes, and norms about teaching and learning if change is to be achieved through reflection.…”

“…Students will be more likely to use a range of methods for learning, problem solving, and reasoning. Similarly, Robillos and Bustos (2022) argue that comprehensive metacognitive knowledge in education is required. Additionally, mentioned that metacognitive awareness is a process of interaction between decision-making at the foundation of the evolutionary change in approach, which necessitates fundamental transformations in ideas, attitudes, and beliefs about students learning if change is to be achieved through reflection .…”

“…The second field of research has looked at the link between efficacy beliefs, related psychological dimensions, and academic accomplishment (Aprisal & Abadi, 2018;Celik & Kocak, 2018;Mahasneh & Alwan, 2018). Several research in the area of mathematics accomplishment employed structural education modelling or path analysis to identify the significant elements that influence mathematics performance directly or indirectly via mathematics self-efficacy (Blotnicky et al, 2018;Gurefe & Bakalim, 2018;Liu et al, 2020;Mahasneh & Alwan, 2018;Tak et al, 2021) and metacognitive awareness (Adinda et al, 2021;Robillos & Bustos, 2022;Syaiful et al, 2022;.…”

“…Meanwhile, all reported Cronbach's alpha are liability coefficients for metacognitive awareness measures were >0.70, with all except one reaching =0.94 (Karaoglan Yilmaz, 2022). Nonetheless, using the same meta-regression method as with the moderators, metacognitive awareness reliability was investigated as a possible continuous moderator of the six pooled correlations (Adinda et al, 2021;Karaoglan Yilmaz, 2022;Moxon, 2022;Robillos & Bustos, 2022;.…”