The Impact of Metacognitive Instruction in Blended Learning on Learners’ Self-Efficacy, Attribution, and L2 Listening Comprehension

2016 ◽  
Vol 32 (1) ◽  
pp. 77
Author(s):  
Jinyoung Lee
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Metacognitive Instruction ◽  
L2 Listening ◽  
The Impact

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Replication research in L2 listening comprehension: A conceptual replication of Graham & Macaro (2008) and an approximate replication of Vandergrift & Tafaghodtari (2010) and Brett (1997)

2015 ◽  
Vol 50 (1) ◽  
pp. 80-89 ◽  
Author(s):  
Larry Vandergrift ◽  
Jeremy Cross
Keyword(s):  
Listening Comprehension ◽  
Strategy Instruction ◽  
Multimedia Applications ◽  
Original Study ◽  
Metacognitive Instruction ◽  
Replication Research ◽  
L2 Listening

Most recent publications related to listening comprehension research deal with listening strategy instruction, metacognitive instruction or multimedia applications. This paper discusses one study from each of these three domains – Graham & Macaro (2008), Vandergrift & Tafaghodtari (2010) and Brett (1997) – and presents the need and possibilities for replication, along with a few minor, but interesting, variations that could help test the robustness of the original study. After providing some background to each of the three domains, we overview the respective studies and propose approaches to replication (both approximate and conceptual) along with the accompanying benefits.

scholarly journals Metacognitive Instruction Does Improve Listening Comprehension

2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Selective Attention ◽  
Listening Comprehension ◽  
Intermediate Level ◽  
Self Management ◽  
Small Scale ◽  
Directed Attention ◽  
Metacognitive Instruction ◽  
Listening Tests ◽  
Comprehension Ability ◽  
The Impact

This paper reports on a small-scale study, which looked into the impact of metacognitive instruction on listeners' comprehension. Twenty-eight adult, Iranian, high-intermediate level EFL listeners participated in a “strategy-based” approach of advance organisation, directed attention, selective attention, and self-management in each of four listening lessons focused on improving listeners' comprehension of IELTS listening texts. A comparison of pretest and posttest scores showed that the “less-skilled” listeners improved more than “more-skilled” listeners in the IELTS listening tests. Findings also supported the view that metacognitive instruction assisted listeners in considering the process of listening input and promoting listening comprehension ability.

scholarly journals Effect of pronunciation instruction on L2 learners’ listening comprehension

2020 ◽  
Author(s):  
Phung Dao ◽  
Mai Xuan Nhat Chi Nguyen ◽  
Ngoc Bao Chau Nguyen
Keyword(s):  
Listening Comprehension ◽  
Self Report ◽  
Control Group ◽  
Pronunciation Instruction ◽  
Post Test ◽  
Report Data ◽  
Group Interviews ◽  
Self Report Data ◽  
L2 Listening ◽  
The Impact

Abstract This study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group (n = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The control group (n = 37) did not receive any pronunciation instruction. Weekly reflections, an exit questionnaire and focus group interviews were used to investigate learners’ perceptions of the impact of the pronunciation instruction. Results showed that the two groups’ immediate listening post-test scores did not differ significantly after the first two sessions on syllables and consonants/vowels. However, the pronunciation group outperformed the control group after three further pronunciation sessions on word stress, thought groups and sentence focus, but these differences disappeared on subsequent immediate and delayed post-tests. Self-report data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve their listening comprehension.

Sign in / Sign up

Export Citation Format

Share Document