Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction

Abstract

This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners’ multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N=180) male and female Iranian advanced learners ranging from 16 to 24 years of age in three groups. The first two groups were experimental (n=60), trained through a structured intervention program focusing on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 10 sessions. The learners in the experimental group were involved in 60 minutes of practice twice a week. The third group was a control group (n=60), trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ) were used to track the advanced learners’ multimedia listening comprehension and metacognitive awareness. The results showed that metacognitive instruction through dialogic interaction did improve both the advanced learners’ multimedia listening comprehension and their metacognitive awareness in listening.

Relationships Between Metacognitive Strategies and Characteristics of Professional Tour Guide Trainees in English for Tourism

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“…Adding to the results from both Pitenoee, Modaberi and Ardestani (2017) and Bozorgian and Alamdari (2018) indicate the significant effect of teaching metacognitive strategies across skills in writing and listening. This study investigates the effect of both metacognitive and cognitive strategies on the writing content of 75 Iranian intermediate EFL students.…”

“…Metacognitive strategies are also explored from their instructional effects on many skills. Some studies show positive effects of metacognitive instruction that can increase students' achievement scores (Pitenoee, Modaberi andArdestani, 2017 andBozorgian andAlamdari, 2018). However, some studies do not find any effects of teaching these higher-order thinking strategies on students' achievement scores (Lam, 2010).…”

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