The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students

Birjandi, Parviz; Rahimi, Amir Hossein

doi:10.5296/ijl.v4i2.1707

Cited by 29 publications

(28 citation statements)

References 21 publications

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“…It was concluded that the strategy instruction within test procedures has significant effects on the listening comprehension ability of the EFL learners. Our results noting of success of strategy instruction in the study are in line with the outcomes of a number of studies in which strategy instruction was attempted and proved statistically significant (Birjandi & Rahimi, 2012;Carrier, 2003;Vandergrift, 1997).…”

Section: Discussionsupporting

confidence: 76%

Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

Rakhshan¹,

Moghaddam²,

Abbassian³

2016

IJEL

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The present study sought to investigate the effects of adapting the intervention provision framework put forward by John Heron, entitled Six-Category Intervention Analysis, into strategy instruction on listening comprehension performance of EFL learners. This model of intervention provision, having its genesis in clinical supervision, can regulate the verbal behavior and actual sentences used by teachers to intervene in language learning contexts. 175 Iranian intermediate level EFL learners participated in the study. The learners were divided into five 35-member groups including control; written mediation in which no oral intervention was provided; authoritative intervention in which the teacher suggested what had to be done, provided information, or confronted the students; facilitative, in which the teacher drew out ideas, solutions, or self-confidence; and synergetic authoritative-facilitative interventions. These groups received listening comprehension strategy instruction on three strategies of "guessing the meanings of unfamiliar words from the context", "listening for gist", and, "understanding cohesive devices". Preliminary English Test was employed to assess the performance of language learners on their listening comprehension. Results indicated that the application of Six-Category Intervention Analysis while providing strategy instruction induced significant changes in the performance of the groups. In general, facilitative intervention and synergetic authoritative-facilitative intervention groups outperformed the control, written mediation, and authoritative intervention groups.

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Section: Discussionsupporting

confidence: 76%

Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

Rakhshan¹,

Moghaddam²,

Abbassian³

2016

IJEL

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“…This effective way of Explicit M-CCSI is relevant with Field's statement that between metacognitive and cognitive strategy instruction cannot be separated (Field, 2008). Furthermore, generally, the significant effect of the listening strategy instruction on students' listening proficiency is corroborated by some studies (Amin, 2011;Selamat & Sidhu, 2013, Birjandi & Rahimi, 2012Hariri, 2014;Guan, 2014).…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 52%

The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

Mulyadi

Rukmini

Yuliasri

2017

TPLS

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Abstract-The students' listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners' differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students' listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of twoway analysis of variance reveals that students' listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.Index Terms-explicit (meta)-cognitive collaboration strategy instruction (M-CCSI), top-down strategy instruction, listening proficiency, and VAK learning styles

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“…As for Fahim and Fakhri's (2014) study, there are several issues which are indicative of misunderstandings also variously apparent in other related research articles (e.g., Birjandi & Rahimi, 2012;Bozorgian, 2012;Rahimi & Katal, 2013). First, Fahim and Fakhri refer to metacognitive strategy instruction as a form of metacognitive instruction in their article (e.g., pp.…”

Section: Fahim and Fakhri (2014)mentioning

confidence: 84%

“…Regarding the Vandergrift and Tafaghodtari () study, Birjandi and Rahimi (, p. 498), and Movahed (, p. 88), for example, suggest that Vandergrift and Tafaghodtari present a model of strategy instruction in their article. Vandergrift and Tafaghodtari's presentation and coverage of the stages and metacognitive processes (modified from Vandergrift, ) in the pedagogical approach employed (see p. 475) at no point refers to it as being a model of strategy instruction.…”

Section: Sample Studiesmentioning

confidence: 95%

Metacognition in L2 Listening: Clarifying Instructional Theory and Practice

Cross

2015

TESOL Quarterly

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W ithin the framework of metacognition in second language (L2) listening, there has been a notable surge in the amount of research being conducted and published regarding the effects of metacognitive instruction. Nevertheless, despite this positive interest, it is becoming increasingly evident that there is an element of misunderstanding among researchers, reviewers, and scholars about what constitutes metacognitive instruction. Moreover, there is apparent confusion in a number of associated publications regarding the differences between metacognitive instruction and strategy instruction, a more well established strand of research which also targets aspects of metacognition in L2 listening. In light of these concerns, and with the aim of preventing such issues from being perpetuated in subsequent related publications, the author first briefly reviews the notion of metacognition in L2 listening. Next, with respect to strategy instruction and subsequently metacognitive instruction, the author illustrates how each is subsumed under the concept of metacognition and then clarifies what the given instructional approach entails, supported with examples of empirical studies, in order to highlight the manner in

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The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students

Cited by 29 publications

References 21 publications

Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

Metacognition in L2 Listening: Clarifying Instructional Theory and Practice

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