Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension

Bozorgian, Hossein

doi:10.5861/ijrsll.2014.748

Cited by 9 publications

(20 citation statements)

References 18 publications

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“…Metacognitive strategy instruction has gained a growing interest in the field of EFL over the last decade. Researchers in the field of Second Language Acquisition (SLA) have acknowledged that learners' awareness of their cognition, cognitive functions, and strategy use can have positive outcomes on learning tasks (Bozorgian, 2014;Darmawan International Journal of Instruction, July 2022• Vol.15, No.3 et al, 2020Goh, 2008;Goh & Taib, 2006;Robillos & Phantharakphong, 2020;Thomson & Rubin, 1996;Vandergrift & Tafaghodtari, 2010). Vandergrift et al (2006) claimed that training to improve learners' awareness of their metacognitive processes is based on an understanding of metacognition as a regulator of thinking.…”

Section: Introductionmentioning

confidence: 99%

“…It necessitates a strategic, process-based approach to carry out these strategies in the classroom. A number of researchers (Bozorgian, 2014;Robillos, 2020;Vandergrift & Goh, 2012) suggested that teaching listening needs to follow a process-based approach such as the pedagogical cycle (Vandergrift & Goh, 2012) since it assisted the listening processes an increased control, assurance, and in due course, proficiency to students (Goh, 2008;Robillos, 2019;2020). Pedagogical cycle is a sequence or order of learning activities that incorporate metacognitive raising awareness with listening input and listening comprehension activities (Vandergrift & Goh, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…This sequence contributes to the learners' understanding of the context of the listening selection as well as the metacognitive strategies that are involved in the process. At this juncture, teachers have to bring ample opportunities to act upon the set of sequential procedures that are already devised (Bozorgian, 2014;Goh, 2008;;Robillos, 2020;Vandergrift & Tafaghodtari, 2010), which would eventually lead listeners to plan (creating and checking predictions, establishing and addressing gaps in their understanding), to monitor (by checking and monitoring their performance), to evaluate, and reflect on their listening performance (Goh, 2008;Vandergrift & Tafaghodtari, 2010).…”

Section: Introductionmentioning

confidence: 99%

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

Robillos¹,

Bustos²

2022

INT J INSTRUCTION

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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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Robillos¹,

Bustos²

2022

INT J INSTRUCTION

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“…Türkçe öğrenen yabancıların dinleme becerisinde A (A1/A2), B (B1/B2) ve C (C1/C2) düzeyleri esas alındığında sahip olacağı yeterlikler, Avrupa Dil Portfolyosu'ndan hareketle belirlenmiştir. Bu yeterliklere göre DPA'da kullanılabilecek ve öğrenicinin öğrenme sürecine katkı sağlayabilecek üstbiliş stratejilerinin neler olması gerektiği konusunda konuyla ilgili yapılan çalışmaların sonuçlarından yararlanılmıştır (Bozorgian, 2014;Zeng, 2012;Vandergrift, Goh, Mareschal ve Tafaghodatari, 2006). DPA'da üstbilişte kontrol stratejileri olarak nitelenen tahminde bulunma, planlama, izleme ve değerlendirme başlıklarına yer verilmesi uygun görülmüştür.…”

Section: Maddelerin Hazırlanmasıunclassified

Yabanci Öğreni̇ci̇ler İçi̇n Di̇nleme Beceri̇si̇ne Yöneli̇k Üstbi̇li̇şsel Dereceli̇ Puanlama Anahtari

Melanlıoğlu¹

2016

EEF DERGI

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Extended SummaryThe assessment of listening skills is a difficult and complicated process. This is a factor that makes listening difficult and results in non-listening or deficient listening. General texts are used to measure learners' levels of listening proficiency. Assessment usually takes the form of a text read aloud by the teacher or listening to an audiovisual recording, followed by answering a set of questions on the text. This type of assessment and evaluation can be described as results-oriented. For more effective listening training, process-oriented assessment needs to be done. Since the skill in question is abstract, learners need to be active participants in the process of assessment. Assessments that involve learners in the process, and that are led by students when necessary, should be used. A variety of measurement tools can be used in these assessments, such as graded scoring keys. Graded scoring keys are documents that list the criteria to be taken into account for any practice, and provide detailed explanations for each criterion, from the best performance to the worst.

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“…Given all the demands posed by listening highlighted above, it is inevitable that our students need to be explicitly trained and nurtured on how to listen effectively, critically strategically and autonomously. Research in second and foreign language listening has recently begun to focus on learner training which is rooted in strategy instruction (see Cross, 2011; Goh, 2008;O'Malley, 1985b;Paulauskas, 1994;Rost and Ross, 1991;Rubin, Chamot, Garris & Anderson, 2008;Schwartz, 1992;Thompson & Rubin, 1996;Vandergrift, 2004Vandergrift, , 2007 (Ahmadi, Gharacheh, Dashtaki, & Ebdam, 2014;Bozorgian, 2015;Field, 2012;Thornbury, 2012;Vandergrift & Goh, 2012;Vandergrift & Tafaghodtari, 2010). Defined as explicit instruction on specific steps, practices, techniques and tactics that can be employed autonomously to improve one's language learning and or use (Chamot, Barnhardt, El-Dinarry & Robbins, 1999;Chen, 2007;Cohen & Macaro, 2007;Cohen, 1998;Cohen, 2011;Cohen, Weaver & Li, 1996;O'Malley & Chamot, 1990;Oxford, 1990;1996;2011; 2017) ultimately aims to "empower students by allowing them to take control of the language learning process" (Cohen, 1998, 70).…”

Section: Introductionmentioning

confidence: 99%

Shifting from the Reductive Mechanical to the Empowering Learner Training Model: A Metacognitive-in-Action Approach to Listening Instruction التحول من المیکانیکیة الاختزالیة إلى نموذج التدریب التمکینی للمتعلم: مدخل ما وراء معرفی تطبیقی لتدریس الاستماع

العال¹,

سالم²

2019

التربیة (الأزهر): مجلة علمیة محکمة للبحوث التربویة والنفسیة وا

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The current study departs from the concept of 'learner training' as simply a mechanical training in a number of discrete strategies which does not seem to help students learn how to listen strategically to the broader view of learner training where learning to learn, empowerment and learner autonomy are the ultimate goals. The study empirically probes the effects of an empowering learner training model, deployed in a metacognition-inaction approach to listening instruction, that rests on the firm view that knowledge precedes control. This model focuses on empowering learners with metacognitive knowledge and strategy use over a long-time duration on developing IELTS listening comprehension. An intervention study of seven weeks listening programme was undertaken with 60 EFL college students of two proficiency levels. A pre-post design was adopted to compare the effect of the metacognitive-in action approach (experimental group) with the prevalent listening approach (control group) on developing IELTS listening comprehension of B1 and B2 proficiency level students. Results revealed significant differences in IELTS listening attainment between the two groups of the study regardless of the proficiency level in favour of the metacognition-inaction approach. Furthermore, the interaction effect was significant in favour of the metacognitive-inaction approach and the B2 level. In effect, the metacognition-inaction approach that caters for building students' profiles of themselves as learners, of listening as a process and of their task knowledge increases students' opportunities and readiness to learn how to listen effectively, critically and strategically and be more able to manage their learning opportunities.

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Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension

Cited by 9 publications

References 18 publications

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

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

Yabanci Öğreni̇ci̇ler İçi̇n Di̇nleme Beceri̇si̇ne Yöneli̇k Üstbi̇li̇şsel Dereceli̇ Puanlama Anahtari

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