scholarly journals Exploring the Relationship Between L2 Listening and Metacognition After Controlling for Vocabulary Knowledge

2021 ◽  
Vol 7 (3) ◽  
pp. 187-200
Author(s):  
Matthew P Wallace
Keyword(s):  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Strategic Knowledge ◽  
Metacognitive Skills ◽  
Efl Learners ◽  
Positive Attitudes ◽  
L2 Listening ◽  
The Relationship

Metacognition is known to be important for L2 listening comprehension. However, it is unclear how much variance in listening performance it can explain after controlling for vocabulary knowledge. To examine this, data from the listening section of the TOEFL Junior test, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Listening Vocabulary Levels Test were collected from 76 high school EFL learners in Japan. The MALQ measured five subscales of metacognition representing metacognitive skills and metacognitive knowledge. Representing skills, the MALQ measured perceptions of the ability to (1) plan and evaluate performance, (2) direct attention, and (3) overcome listening problems. Representing knowledge, it measured strategic knowledge of (4) avoiding mentally translating speech and person knowledge of (5) maintaining positive attitudes about listening. The descriptive results showed that participants used their metacognition moderately. Of the subscales, they directed attention the most, planned and evaluated performance least, and perceived their ability to avoid mental translation, solve problems, and maintain optimism equivalently. The results from the hierarchical regression analysis further showed that vocabulary knowledge and metacognition overall predicted listening performance. Of the MALQ subscales, only person knowledge predicted comprehension. These findings indicate that, contrary to earlier findings, metacognition was important for listening comprehension after accounting for vocabulary knowledge.

scholarly journals Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

2020 ◽  
Vol 10 (4) ◽  
pp. 723-749
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Word Level ◽  
Lexical Segmentation ◽  
Two Measures ◽  
L2 Listening ◽  
Japanese Learners ◽  
L2 Vocabulary

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

scholarly journals Probing the Relationship between Vocabulary Knowledge and Listening Comprehension of Iranian Lower-Intermediate EFL Learners

2017 ◽  
Vol 6 (5) ◽  
pp. 273 ◽  
Author(s):  
Mohammad Taghi Farvardin ◽  
Leila Valipouri
Keyword(s):  
Listening Comprehension ◽  
Predictive Power ◽  
Test Word ◽  
Vocabulary Knowledge ◽  
Powerful Predictor ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Depth ◽  
The Relationship ◽  
Pearson Correlations

This study probed the relationship between vocabulary knowledge (i.e., size and depth) and listening comprehension of Iranian lower-intermediate EFL learners. To this end, 80 lower-intermediate EFL learners in Ahvaz, Iran, were selected. This study also investigated the predictive power of the vocabulary size and depth in lower-intermediate EFL learners’ listening comprehension. To this end, three tests (i.e., Vocabulary Levels Test, Word Associates Test, and a listening comprehension test) were administered to the participants. The results of Pearson correlations and multiple regression analyses revealed that vocabulary depth had a higher relationship with the listening comprehension scores (r = 0.43, p < .01). In addition, vocabulary depth proved to be a more powerful predictor of listening comprehension scores. 

The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis

2020 ◽  
pp. 136216882091399 ◽  
Author(s):  
Songshan Zhang ◽  
Xian Zhang
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Meta Analysis ◽  
Vocabulary Knowledge ◽  
L2 Reading ◽  
Vocabulary Depth ◽  
L2 Listening ◽  
The Relationship ◽  
L2 Reading Comprehension

This study set out to investigate the relationship between L2 vocabulary knowledge (VK) and second-language (L2) reading/listening comprehension. More than 100 individual studies were included in this meta-analysis, which generated 276 effect sizes from a sample of almost 21,000 learners. The current meta-analysis had several major findings. First, the overall correlation between VK and L2 reading comprehension was .57 ( p < .01) and that between VK and L2 listening was .56 ( p < .01). If the attenuation effect due to reliability of measures was taken into consideration, the ‘true’ correlation between VK and L2 reading/listening comprehension may likely fall within the range of .56–.67, accounting for 31%–45% variance in L2 comprehension. Second, all three mastery levels of form–meaning knowledge (meaning recognition, meaning recall, form recall) had moderate to high correlations with L2 reading and L2 listening. However, meaning recall knowledge had the strongest correlation with L2 reading comprehension and form recall had the strongest correlation with L2 listening comprehension, suggesting that different mastery levels of VK may contribute differently to L2 comprehension in different modalities. Third, both word association knowledge and morphological awareness (two aspects of vocabulary depth knowledge) had significant correlations with L2 reading and L2 listening. Fourth, the modality of VK measure was found to have a significant moderating effect on the correlation between VK and L2 text comprehension: orthographical VK measures had stronger correlations with L2 reading comprehension as compared to auditory VK measures. Auditory VK measures, however, were better predictors of L2 listening comprehension. Fifth, studies with a shorter script distance between L1 and L2 yielded higher correlations between VK and L2 reading. Sixth, the number of items in vocabulary depth measures had a positive predictive power on the correlation between VK and L2 comprehension. Finally, correlations between VK and L2 reading/listening comprehension was found to be associated with two types of publication factors: year-of-publication and publication type. Implications of the findings were discussed.

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.

scholarly journals Successful Learning with Hypermedia: The Role of Epistemological Beliefs and Metacognitive Awareness

2003 ◽  
Vol 28 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Lisa D. Bendixen ◽  
Kendall Hartley
Keyword(s):  
Preservice Teachers ◽  
Epistemological Beliefs ◽  
Metacognitive Awareness ◽  
Hierarchical Regression ◽  
Hypermedia Learning ◽  
Posttest Performance ◽  
Cognitive Awareness ◽  
And Control ◽  
The Relationship

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control one's learning (Schraw & Dennison, 1994). We predicted that the epistemological beliefs and meta-cognitive awareness of 116 preservice teachers would be significantly related to achievement in a hypermedia tutorial. Achievement was measured by a posttest based on the tutorial content. Results from a forced-order, hierarchical regression analysis indicated that reading comprehension, GPA, and three of the five epistemological beliefs (i.e., fixed ability, omniscient authority, and quick learning) significantly predicted posttest performance. Belief in omniscient authority and fixed ability being related to lower achievement supports previous research. Contrary to our expectations, a belief in quick learning was positively correlated with achievement. Educational and instructional design implications are discussed.

Sign in / Sign up

Export Citation Format

Share Document