scholarly journals Word Recognition from Speech, Syntactic Knowledge, Metacognitive Awareness, Self-Efficacy as determination for L2 Listening Comprehension

2019 ◽  
Vol 12 (3) ◽  
pp. 89-104
Author(s):  
Ramli Ramli ◽  
◽  
Nur Mukminatien ◽  
Ali Saukah ◽  
Johannes Ananto Prayogo ◽  
...  
Keyword(s):  
Word Recognition ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Syntactic Knowledge ◽  
L2 Listening

scholarly journals METACOGNITIVE AWARENESS AND SELF-EFFICACY: DO THEY CONTRIBUTE TO INDONESIAN EFL STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT?

2020 ◽  
Vol 8 (4) ◽  
pp. 138-146
Author(s):  
Chothibul Umam ◽  
Moh. Ana Ushuludin ◽  
Ary Setya Budhi Ningrum ◽  
Burhanudin Syaifulloh ◽  
Dewi Nur Suci
Keyword(s):  
Self Efficacy ◽  
Listening Comprehension ◽  
Reciprocal Relationship ◽  
Metacognitive Awareness ◽  
School Students ◽  
Student Efficacy ◽  
Efl Students ◽  
Specific Skill ◽  
Educational Testing Service ◽  
Senior Secondary

Purpose of the Study: This study examines the correlation between metacognitive awareness, listening self-efficacy, and listening comprehension achievement of Islamic secondary school students in Indonesia. Methodology: To obtain the data on students’ metacognitive awareness, Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Inventory (MAI) was used. Data on students’ self-efficacy was gained using the simplified version of Rahimi and Abedini’s (2009) self-efficacy questionnaire (SEQ), The Morgan-Jinks Student Efficacy Scale (MSES), and Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, students’ listening comprehension achievement was measured using the TOEFL Junior Test from Educational Testing Service. A total of 264 learners involved in this study. Main Findings: The result of correlational analysis using Kendall Tau-b formula revealed that 1) there was no significant contribution of learners’ metacognitive awareness toward their listening comprehension achievement, 2) students’ listening self-efficacy has a very low correlation with their listening comprehension achievement, and 3) simultaneously, students’ metacognitive awareness and their self-efficacy showed a very low reciprocal relationship with their listening comprehension. Applications of the study: This study is relevant to senior secondary education in the Indonesian context in which English is the first foreign language. More specifically, it is relevant to schools whose students are multilingual and come from different backgrounds both economically and geographically. Novelty/Originality of this study: Unlike other studies in a similar context that measures the general English academic achievement, this study focuses on a specific skill, listening comprehension. In addition, it uses two variables (metacognitive awareness and self-efficacy) outright as the predictors of students’ listening comprehension achievement.

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 Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

2021 ◽  
Vol 11 (4) ◽  
pp. 491-515
Author(s):  
Lanxi Wang ◽  
Peter MacIntyre
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Negative Effects ◽  
Holistic View ◽  
Listening Anxiety ◽  
Second Language Listening ◽  
L2 Listening

Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.

scholarly journals The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093387
Author(s):  
Jalil Fathi ◽  
Ali Derakhshan ◽  
Saeede Torabi
Keyword(s):  
Second Language ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Strategy Instruction ◽  
Control Group ◽  
Listening Anxiety ◽  
Comprehension Ability ◽  
Second Language Listening ◽  
L2 Listening ◽  
Experimental Group

The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an experimental group and a control group. The experimental group ( N = 27) received the listening strategy instruction based on the framework proposed by Yeldham and Gruba, whereas the participants in the control group ( N = 25) were instructed traditionally without receiving any strategy instruction. To collect the required data, the listening section of the International English Language Testing System (IELTS), Foreign Language Listening Anxiety Scale (FLLAS), and Second Language Listening Self-Efficacy Questionnaire (SLLSQ) were administered to assess the listening comprehension, listening anxiety, and listening self-efficacy of the learners before and after the intervention. The findings of the study indicated that listening strategy instruction significantly improved learners’ listening comprehension ability and reduced learners’ L2 listening anxiety. However, it was revealed that listening strategy intervention failed to significantly improve L2 listening self-efficacy of the learners. In light of the gained results, the implications of this study are discussed with respect to L2 teachers, learners, and curriculum developers.

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.

Analyzing trends in the aural decoding errors of Japanese EFL learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
First Year ◽  
Formulaic Language ◽  
Decoding Skills ◽  
Efl Learners ◽  
Japanese University ◽  
Syntactic Knowledge ◽  
L2 Listening

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

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