Metacognitive Intervention and Awareness: Listeners With Low Working Memory Capacity

Autonomous use of podcasts with metacognitive intervention: Foreign language listening development

“…He concluded that metacognitive intervention had a positive effect on the learners' listening skills, but no improvement was reported in their metacognitive awareness. Additionally, in a recent study, Bozorgian et al (2020) explored the effects of the metacognitive intervention on learners with low capacity of working memory. The results suggested that employing metacognitive strategies to this group of EFL learners by and large improved their listening performance.…”

“…Additionally, in a recent study, Bozorgian et al. (2020) explored the effects of the metacognitive intervention on learners with low capacity of working memory. The results suggested that employing metacognitive strategies to this group of EFL learners by and large improved their listening performance.…”

Investigating metacognitive strategy awareness for multimodal listening

“…On a theoretical level, particular attention has been paid to the importance of students developing listening comprehension skills and this interest has led to research which has investigated metacognitive processes in listening comprehension (Cross, 2010; Goh, 2008; Maftoon and Alamdari, 2020) and differences in strategy use between skilled and less skilled listeners (Bozorgian et al, 2020; Roussel et al, 2019; Vandergrift and Tafaghodtari, 2010). This review summarises related research areas including metacognitive strategy awareness, multimodality, and teaching listening processes.…”

“…According to the literature, research into teaching effective metacognitive listening strategies indicates that a focus on metacognitive knowledge leads to significant improvement in student listening performance and developed self-regulated learning because it provides a context for interpretation and also assists listeners to select goals, monitor improvement, and assess learning results (Caruso et al, 2017; Rahimirad and Shams, 2014; Vangergrift and Goh, 2012). Several recent studies have identified the positive effect of metacognitive strategy instruction on listening performance, finding that metacognitive strategy instruction can strengthen and raise learners’ awareness of their listening skills and learning processes and improve their ability to use appropriate strategies in various contexts (Bozorgian et al, 2020; Maftoon and Alamdari, 2020).…”

“…Most of the research using the MALQ into metacognitive listening strategy use is based on listening to audio resources only (for example, Bian et al, 2019; Goh and Hu, 2014; Kok, 2018; Maftoon and Alamdari, 2020; Rahimirad and Moini, 2015; Roussel et al, 2019). Even when video materials are included in research as with Bozorgian et al (2020) and Chou (2017) there is a tendency to examine audio listening elements alone, such as listening for specific vocabulary items. Jewitt et al (2001) posit that their work suggests there is a need for image, action, and other modes to become more explicitly articulated.…”