Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

Abstract

Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009) was used to measure the participants' level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20) and control (n=20) groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003) while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy

“…In general, their research results showed that the use of metacognitive strategies in learning could enhance students' thinking ability. Rahimirad and Zare-ee (2015) also reported that metacognitive strategies in learning could improve students' self-efficacy.…”

The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach

“…In the EFL/ESL context, several studies focused on the research regarding self-efficacy beliefs in all the four skills of English language. For instance, several studies are on listening self-efficacy (i.e., Rahimirad & Zare-ee, 2015;Taguchi, 2018;Todaka, 2017), on speaking self-efficacy (i.e., Idrus & Salleh, 2017;Kamaruddin & Zawawi, 2017), on reading self-efficacy (i.e., Aro et al, 2018;McLean & Poulshock, 2018), and on writing self-efficacy (i.e., Ekholm, Zumbrunn, & Bandura (1997) defines self-efficacy beliefs as persons' perceptions regarding his capabilities to carry out particular actions. Self-efficacy beliefs denote persons' subjective anticipations of and devotion to achieve the academic tasks at hand (Lau & Roeser, 2002).…”

Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems

“…It very well may be concluded from this finding on the use of learning methodologies that the utilization of learning systems by learners right now admirable as the degree of use for every one of the techniques is moderate. This furthermore suggests there is still opportunity to get better on the usage of these systems to improve better perception of another language as analysts right now (Karami & Bagheri, 2014;Rahimirad & Zare-ee, 2015) have revealed that these learning strategies have a crucial positive result on the learning of another language.…”