Listening for Young-adult EFL Learners: Metacognitive Intervention through L1

Bozorgian, Hossein; Fallahpour, Sediqeh; Amiri, Mohammad Alinasab

doi:10.1080/10904018.2021.1923499

Cited by 15 publications

(23 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… Studies had to control for participants’ preexisting knowledge. Control could occur through the use of pretests revealing no statistically significant difference between groups on pretest scores (e.g., listening comprehension skill: Bozorgian & Pillay, 2013; vocabulary knowledge: Jin & Webb, 2021; reading comprehension skill: Najar, 1997); or if the pretest was not administered, the participants were randomly assigned (Kang, 2010); or their proficiency level had been checked and found to be homogenous (Kashani & Shafiee, 2016). The studies must have been written in English. The studies reported enough statistical information for an effect size to be calculated (i.e., mean, SD , and the number of participants tested). The full text of the article was available. The studies did not focus on learners with language learning problems. …”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…These two moderators were continuous variables. It is important to note that note-taking sessions and instruction time might not cover the whole treatment sessions (e.g., Bozorgian & Pillay, 2013). Therefore, only treatment related to note taking was considered and the total length of instruction time was coded in minutes.…”

Section: Methodsmentioning

confidence: 99%

“…Taking notes after strategy instruction is another highly examined area. Note-taking strategies involve using note-taking formats such as taking outline notes (Moradi et al, 2020; Song, 2012) and Cornell notes (Hayati & Jalilifar, 2009; Tsai & Wu, 2010), using vocabulary notebooks (Zarei & Adami, 2013), and providing learners with teachers’ verbal instruction to employ strategies such as attending to the teacher’s flow of speech (e.g., pause and tone of voice), organizational cues (e.g., numeric identifiers), and use of abbreviations before students take notes in a treatment (Balaban, 2017; Bozorgian & Pillay, 2013). There is a great deal of variation in the percentage of learning gains in studies investigating learning from taking notes after strategy instruction.…”

Section: Effects Of Note Taking Through Exposure To L2 Inputmentioning

confidence: 99%

See 3 more Smart Citations

The effectiveness of note taking through exposure to L2 input: A meta-analysis

Jin,

Webb

2023

Stud Second Lang Acquis

View full text Add to dashboard Cite

There has been increasing interest in the effects of note taking in second language (L2) research. However, no meta-analysis has been conducted to examine the relationship between note taking and learning through exposure to L2 input. We retrieved 28 effect sizes from 21 studies (N = 1992) to explore the overall effects of note taking as well as to examine the extent to which the effectiveness of note taking is likely to vary as a function of a set of potential moderators (i.e., learner variables, treatment variables, note-taking features, learning target, and measurement type). Results revealed that note taking had a small to medium positive overall effect on learning through exposure to L2 input (g = 0.56, 95% CI: 0.24–0.88). Subsequent moderator analyses revealed that variability in the size of note-taking effects across studies was explained by learner variables (context, region, orthographic scripts, institutional level), treatment variables (mode of input, material type), note-taking features (note-taking behavior, number of note-taking sessions, provision and type of note-taking strategy instruction, total length of instruction, opportunity to review notes), learning target, and measurement type. Based on the obtained findings, teachers are recommended to incorporate note taking in L2 classrooms. Pedagogical suggestions and directions for future research are also provided.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Effects Of Note Taking Through Exposure To L2 Inputmentioning

confidence: 99%

See 2 more Smart Citations

The effectiveness of note taking through exposure to L2 input: A meta-analysis

Jin,

Webb

2023

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…A study by Sarbazi et al (2021) reported that vocabulary, syntax, and learners’ metacognitive reading strategies could collectively predict changes in English reading comprehension. Moreover, a study on listening for EFL learners unveils that metacognitive intervention in their first language significantly improved their EFL listening performance ( Bozorgian et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language

2023

View full text Add to dashboard Cite

The prominent impact of metacognition on learners’ academic achievement is widely discussed. Learners armed with appropriate metacognitive strategies should witness enhancement in learning performance. Similarly, the concept of grit is also valued as a crucial factor contributing to the improvement of academic achievement. Nevertheless, discussion of the relationship between metacognition and grit or their collective influence on other educational and psychological variables is limited, not to mention that an instrument measuring learners’ metacognitive awareness of grit is a desideratum. Hence, by incorporating the constructs of metacognition and grit, the present research developed a measurement scale to address this need, named the Metacognitive Awareness of Grit Scale (MCAGS). The MCAGS consists of four components and initially included 48 items. It was later distributed to 859 participants for the purpose of scale validation. Confirmatory factor analysis was applied to evaluate the scale’s validity and explore the factor-item relationship. A final model containing 17 items was retained. Implications and future directions were discussed.

show abstract