Metacognitive Awareness Listening Questionnaire

Vandergrift, Larry; Goh, Christine C. M.; Mareschal, Catherine J.; Tafaghodtari, Marzieh H.

doi:10.1037/t33043-000

Cited by 4 publications

(20 citation statements)

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“…The participants were considered to have more sufficient English learning background which is appropriate for investigating metacognitive listening strategies. (Vandergrift et al, 2006) states that questionnaires and interviews are commonly used to investigate students' metacognitive strategies. However, questionnaires have been used widely in many studies related to listening startegies.…”

Section: Methodsmentioning

confidence: 99%

“…The students in listening class, especially EFL students, have been facing difficulties in improving their listening comprehension. The worriness of the students during listening has become one of the most common problems usually found in the process of improving listening comprehension (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). The worriness usually appears when the students are instructed to do a listening task which requires their ability to reconnect between their prior knowledge and linguistic knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…(Al-alwan, Asassfeh, & Al-shboul, 2013). Furthermore, (Vandergrift et al, 2006) pointed out that students who have higher metacognitive awareness will be able to process a new information and find the best ways to practice and reinforce what they have learned better. So far, the existence of metacognitive abilities are still being an important need for students to develop.…”

Section: Introductionmentioning

confidence: 99%

“…When students are actively monitor, control, and arrange their learning process, it means that they are using metacognitive strategies to gain their learning purposes. (Vandergrift et al, 2006) mentioned that metacognitive strategies play a critical role in the cognitive processes of language learning. Moreover, Flavell (1979:906) as cited by Alhair (Alhaisoni, 2017) argues that metacognition includes both metacognitive knowledge and metacognitive experiences.…”

Section: Introductionmentioning

confidence: 99%

“…This strategy holds the highest percentage, which reaches 74,99%. Based on Vandergrift (2006), the use of problem-solving strategies shows how the students make inferences when they do not understand a certain word. The result shows that most of the students usually try to make inference or conclusion when they find difficulties in understanding a word or a meaning.…”

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confidence: 99%

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Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Wulanjani¹,

Indriani²

2019

Metathesis.J.Engl.Lang.Lit.Teach.

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<p>Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.</p><p>This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students. </p>

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Wulanjani¹,

Indriani²

2019

Metathesis.J.Engl.Lang.Lit.Teach.

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Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

Pei

Suwanthep

2019

Indonesian J. Appl. Linguist.

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The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.

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Evaluating Legal English Major Freshmen’s Perspectives Towards Listening Strategies Through Flipped Learning Model

Duong

Vu²

2023

SJ TTU

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Listening skill plays an important role in students’ learning process and in the communication process. With effective listening strategies, students would have better chance to improve their listening comprehension. Accordingly, this study aims to explore first year legal English-major students' tendency in using listening strategies, the problems that they encounter during the process, and students’ feelings regarding the implementation of flipped learning method. By applying the quantitative method, a questionnaire survey was executed during a seven-day period. Due to the outbreak of the Covid-19 pandemic, the survey was conducted online with the participation of 77 respondents. Findings show that listening strategies are employed with high frequency by first year legal English-major students at HLU. Moreover, results indicate that students still encounter difficulties upon implementing listening strategies and they are willing to study listening skill through flipped learning method. The study illustrates HLU English-major students’ tendency and perception of legal English listening learning strategies during Covid-19 pandemic at HLU.

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Metacognitive Awareness Listening Questionnaire

Cited by 4 publications

References 0 publications

Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

Evaluating Legal English Major Freshmen’s Perspectives Towards Listening Strategies Through Flipped Learning Model

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