Shifting from the Reductive Mechanical to the Empowering Learner Training Model: A Metacognitive-in-Action Approach to Listening Instruction التحول من المیکانیکیة الاختزالیة إلى نموذج التدریب التمکینی للمتعلم: مدخل ما وراء معرفی تطبیقی لتدریس الاستماع

Abstract

The current study departs from the concept of 'learner training' as simply a mechanical training in a number of discrete strategies which does not seem to help students learn how to listen strategically to the broader view of learner training where learning to learn, empowerment and learner autonomy are the ultimate goals. The study empirically probes the effects of an empowering learner training model, deployed in a metacognition-inaction approach to listening instruction, that rests on the firm view that knowledge precedes control. This model focuses on empowering learners with metacognitive knowledge and strategy use over a long-time duration on developing IELTS listening comprehension. An intervention study of seven weeks listening programme was undertaken with 60 EFL college students of two proficiency levels. A pre-post design was adopted to compare the effect of the metacognitive-in action approach (experimental group) with the prevalent listening approach (control group) on developing IELTS listening comprehension of B1 and B2 proficiency level students. Results revealed significant differences in IELTS listening attainment between the two groups of the study regardless of the proficiency level in favour of the metacognition-inaction approach. Furthermore, the interaction effect was significant in favour of the metacognitive-inaction approach and the B2 level. In effect, the metacognition-inaction approach that caters for building students' profiles of themselves as learners, of listening as a process and of their task knowledge increases students' opportunities and readiness to learn how to listen effectively, critically and strategically and be more able to manage their learning opportunities.