Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis

Chon, Yuah V.; Shin, Tacksoo

doi:10.1016/j.lindif.2019.01.007

Cited by 38 publications

(40 citation statements)

References 76 publications

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“…Research shows that listening comprehension in another language is inherently a very challenging and difficult task (Bacon, 1992;Herron & Seay, 1991;Vandergrift, 2007). The difficulty of listening comprehension has been attributed to many factors such as the contextual (ESL vs. EFL setting), personal (gender, age), cognitive (background knowledge, short term memory), and emotional (motivation, anxiety) variables (e.g., Ikezawa, et al, 2008;Lau, 2017;Chon & Shin, 2019).…”

Section: Introductionmentioning

confidence: 99%

The cognitive load of listening activities of a cognitive-based listening instruction

Rahimi

Sayyadi

2019

Indonesian J. Appl. Linguist.

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The aim of this study was to investigate the cognitive load (henceforth, CL) of listening activities of a cognitive-based listening instruction of a recently changed EFL curriculum. 126 K-11 students (male=62, female=64) participated in the study. The quantitative and qualtivative data were collected and analyzed in two phases. In phase 1, the participants were asked to judge the CL of listening activities of their textbook based on the CL measure immediately after completeling the tasks. The scale has 10 items that measure three components of CL including Intrinsic Load (IL), Extraneous Load (EL), and Germane Load (GL). The data were analyzed by Multivariate Analysis of Variance (MANOVA). The result primarily revealed that the general cognitive load of listening activities was rather high and when three kinds of CLs were compared, the GL was found to be higher than IL and EL. Comparing the CL of male and female students revealed that there is a signficant difference between the two groups regarding general CL and both IL and EL; and as the GL of both groups was high, no signficant difference was observed between their GL. In pahse 2 of the study, 14 students participated in a structured interview to express their opinions about the difficulty of listening comprehension. The rate of speech and unintelligibility of the speakers’ pronunciation, insufficient technological infrastructures, lack of interest in and negative attitudes towards listening, and limited multidmodal input were among the factors that students felt to contribute to the difficulty of listening comprehension.

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Section: Introductionmentioning

confidence: 99%

The cognitive load of listening activities of a cognitive-based listening instruction

Rahimi

Sayyadi

2019

Indonesian J. Appl. Linguist.

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“…Previous literature on learner profiling has generally adopted two major approaches: personoriented (also referred to as person-centred), and technology-based. The former often involved cluster analysis or latent analysis and was adopted by a number of researchers in profiling learner motivational profiles (Chon & Shin, 2019;Corpus & Wormington, 2014;Hayenga & Corpus, 2010;Jang et al, 2017;Ratelle, Guay, Vallerand, Larose, & Senécal, 2007). On the other hand, the technology-based approach to learner profiling, which involved collecting learners' information generated automatically using computerised algorithms and stored digitally, was also widely adopted by many (Becking et al, 2004;Brusilovsky, 1996;Graf, 2015;Nehiri & Aknin, 2017;Snyman & van den Berg, 2018).…”

Section: Learner Profilingmentioning

confidence: 99%

“…In the early 21 st century, studies of language learner profiles generally focused on two main topics: motivation (Chon & Shin, 2019;Takahashi, 2015;Waninge, Dörnyei, & De Bot, 2014), and learning strategies (Bernardo, Amérigo, & García, 2017;Sardegna, 2012). Many studies on the former topic followed the path explored by Csizer and Dornyei (2005) who used cluster analysis to identify four motivational profiles based on learners' intended effort and language choice.…”

Section: Language Learner Profilesmentioning

confidence: 99%

“…Besides motivational profiles, some researchers have profiled learners based on different components of their language competency such as language aptitude, literacy skills (Lonigan, Goodrich, & Farver, 2017), vocabulary (Higginbotham, 2010) or listening (Chon & Shin, 2019).…”

Section: Language Learner Profilesmentioning

confidence: 99%

“…Karlen's study, however, only profiled self-directed learners based on motivation and strategies. The current project investigated a wider range of factors and involved self-directed learning with technologies, therefore its results added to the breadth of studies on learner profiles regarding MALL for PD, an emerging area of research interests (Chon & Shin, 2019;Karlen, 2016;Lintunen et al, 2017).…”

Section: The Five Learner Profilesmentioning

confidence: 99%

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Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Tran¹

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Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context. This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions. Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners' behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners' efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic. The study also identified five learner profiles-Tasters, Steadies, Players, Hard-workers and Perfectionists-according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Other publications during candidature pertaining to this thesis Refereed Conference Papers • Tran, T. L. N. (2019). Mobile apps and pronunciation training: A self-directed learning approach. In T. Pattison (Ed), IATEFL 2018 Brighton conference selections (pp. 159-161).

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Metacognitive Skills of Engineer Students of Different Levels of Education in EFL Learning

Valeyeva

Kupriyanov

Valeeva

2022

Mobility for Smart Cities and Regional Development - Challenges for Higher Education

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Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis

Cited by 38 publications

References 76 publications

The cognitive load of listening activities of a cognitive-based listening instruction

The cognitive load of listening activities of a cognitive-based listening instruction

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Metacognitive Skills of Engineer Students of Different Levels of Education in EFL Learning

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