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.

Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction

ReCALL ◽  
2017 ◽  
Vol 30 (1) ◽  
pp. 131-152 ◽  
Author(s):  
Hossein Bozorgian ◽  
Ebrahim Fakhri Alamdari
Keyword(s):  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Advanced Learners ◽  
Metacognitive Instruction ◽  
Listening Tests ◽  
Structured Intervention ◽  
Dialogic Interaction ◽  
Experimental Group

AbstractThis study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners’ multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N=180) male and female Iranian advanced learners ranging from 16 to 24 years of age in three groups. The first two groups were experimental (n=60), trained through a structured intervention program focusing on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 10 sessions. The learners in the experimental group were involved in 60 minutes of practice twice a week. The third group was a control group (n=60), trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ) were used to track the advanced learners’ multimedia listening comprehension and metacognitive awareness. The results showed that metacognitive instruction through dialogic interaction did improve both the advanced learners’ multimedia listening comprehension and their metacognitive awareness in listening.

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.

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

ReCALL ◽  
2013 ◽  
Vol 26 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Jie Chi Yang ◽  
Peichin Chang
Keyword(s):  
Language Learners ◽  
Listening Comprehension ◽  
Short Term Memory ◽  
Limited Capacity ◽  
Short Term ◽  
Term Memory ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact ◽  
Reduced Forms

AbstractFor many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

Input Enhancement through Using Author’s Biography: The Impact on Iranian EFL Learners’ Reading Comprehension Ability across Gender

2016 ◽  
Vol 7 (2) ◽  
pp. 370
Author(s):  
Ayda Rahmani
Keyword(s):  
Reading Comprehension ◽  
Proficiency Test ◽  
Control Male ◽  
Control Female ◽  
Efl Learners ◽  
Input Enhancement ◽  
Paired Samples ◽  
Comprehension Ability ◽  
The Impact ◽  
Reading Comprehension Ability

This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest.  Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.

scholarly journals The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

2015 ◽  
Vol 8 (12) ◽  
pp. 158 ◽  
Author(s):  
Haleh Mojarrabi Tabrizi ◽  
Mahnaz Saeidi
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Correlation Coefficients ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test

<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

scholarly journals The effect of reactive versus intensive performance on Iranian intermediate EFL learnersʼ listening comprehension ability

2017 ◽  
Vol 9 (1) ◽  
pp. 340-348
Author(s):  
Parisa Farrokh
Keyword(s):  
Key Words ◽  
Listening Comprehension ◽  
T Test ◽  
Intermediate Level ◽  
Efl Learners ◽  
Paired Sample ◽  
Comprehension Strategy ◽  
Comprehension Skill ◽  
Four Corners ◽  
Comprehension Ability

Abstract   This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book” Four Corners” was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance. Key words: listening, comprehension, strategy, reactive performance, intensive performance. Abstract   This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book” Four Corners” was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance. Key words: listening, comprehension, strategy, reactive performance, intensive performance.

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