scholarly journals The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review

2018 ◽  
Vol 2 (1) ◽  
pp. 86-99
Author(s):  
Ani Fiani
Keyword(s):  
Metacognitive Knowledge ◽  
Metacognitive Awareness ◽  
Literature Study ◽  
Research Papers ◽  
Metacognitive Instruction ◽  
Efl Teachers ◽  
Efl Students ◽  
Listening Strategies ◽  
Listening Process

Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review  and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia. Keywords: Metacognition, Metacognitive awareness, Metacognitive instruction, Listening abilities

scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 209
Author(s):  
Setiyowati Setiyowati ◽  
Hanna Sundari
Keyword(s):  
Thematic Analysis ◽  
Corrective Feedback ◽  
Research Papers ◽  
Treatment Length ◽  
Written Corrective Feedback ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Analysis Design ◽  
Review Study

<p>The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.</p>

scholarly journals Burundian Teachers’ Conceptualisations of Philosophy-Based Language Teaching Approach in Developing EFL Students’ Speaking Skill

2022 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Juvénal Ntakarutimana ◽  
Ali Mohammad Fazilatfar
Keyword(s):  
Community Of Inquiry ◽  
Structured Interview ◽  
Background Information ◽  
Efl Teachers ◽  
Efl Students ◽  
Speaking Skill ◽  
The Impact ◽  
Philosophical Questions ◽  
Beliefs And Attitudes

This study investigated the EFL teachers’ conceptualisations of the use of PBLT in EFL instruction. Thirteen EFL teachers selected from two higher education institutions in Burundi participated in the inquiry. The inquiry set out to assess participants’ beliefs and attitudes towards three constructs, namely the use of philosophical questions in the EFL classroom, the use of the EFL classroom as a community of inquiry, and the impact of PBLT in developing the EFL students’ speaking skill. A background information questionnaire, a Likert scale questionnaire, and an online structured interview were used to collect data from participants. The findings revealed participants’ positive views and attitudes towards the role of PBLT in EFL instruction. The use of philosophical questions in the EFL classroom as well as the use of the EFL classroom as a community of inquiry in enhancing EFL students’ productive and receptive skills was found to be highly favoured among participants. Furthermore, it was found that participants believe in the high potential of PBLT in developing the five components of speaking, namely fluency, accuracy, range, coherence, and content. Participants, however, showed a relatively diminished trust in PBLT when it comes to its role in enhancing the accuracy component, and this diminished trust may be attributed to the fact that accuracy relates much more to the linguistic form while PBLT puts greater focus on meaning.

scholarly journals STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA

2020 ◽  
Vol 3 (3) ◽  
pp. 220
Author(s):  
Ani Fiani
Keyword(s):  
Language Learning ◽  
Private University ◽  
Learning Goals ◽  
Teaching Program ◽  
Efl Writing ◽  
Metacognitive Instruction ◽  
Writing Class ◽  
Efl Students

Metacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write.  Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writing

The influence of music and educational songs on EFL students' achievement from their teachers' perspective in Jenin Region

2021 ◽  
Vol 9 (3) ◽  
pp. 728-738
Author(s):  
Tahani Bsharat ◽  
Keyword(s):  
Research Work ◽  
English Teachers ◽  
Ongoing Research ◽  
Cultural Phenomenon ◽  
English Classes ◽  
Literary Research ◽  
Efl Teachers ◽  
Efl Students ◽  
Effective Use

Music and songs are part of the lives of all. They bring a lot of knowledge about the culture and identity from which they were produced, as a cultural phenomenon. They influence the emotional domain of the lives of individuals and give their minds a deeper insight (Vishnevskaia and Zhou, 2019). This paper desires to explore the influence of music and educational songs on EFL students' achievement from their teachers' perspective in the Jenin region. The research has been designed to probe the role of songs in teaching English to EFL students. Literary research on songs has helped to highlight the importance of Educational songs in teaching EFL students. In this respect, the researchers adopt a mixed-method (qualitative and quantitative). Likewise, data was collected through a questionnaire administered to English teachers and interviews of ten English teachers. The findings analysis shows that music and educational songs are barely used to develop learners’ language skills. The ongoing research work suggests that EFL teachers should be trained on the effective use of educational songs and music in English classes. Moreover, schools and curriculum should be provided with educational songs teaching materials.

scholarly journals STRATEGIES USED BY UNDERGRADUATE ENGLISH-MAJORED STUDENTS IN ORAL COMMUNICATION

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Le Van Tuyen ◽  
Huynh Thi An ◽  
Tran Kim Hong
Keyword(s):  
Oral Communication ◽  
Ho Chi Minh City ◽  
Good Ability ◽  
University Of Technology ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Negotiation For Meaning ◽  
Listening Strategies ◽  
Achievement Strategies

Communication strategies (CSs) play a significant role in enabling EFL students to achieve a higher level of English proficiency and good ability in oral communication. Helping both EFL teachers and students be aware of CSs is essential in the Vietnamese context.  This study, therefore, aimed to explore the most commonly used strategies in English oral communication among English-majored students at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely (1) the questionnaire and (2) the focus group with the participation of 213 English majored sophomores, juniors and seniors. The findings of the study revealed that the most commonly-used speaking strategies are ‘fluency-oriented’, ‘message reduction and alteration’, and ‘negotiation for meaning while speaking’, and that the students used achievement strategies more often than reduction ones; and the most commonly-used listening strategies are ‘negotiation for meaning while listening’, ‘non-verbal’ and ‘scanning’. The findings also revealed that there are no significant differences in the use of CSs among the three academic levels of students. It is expected that the findings of the study would partly contribute to the enhancement of communicative competence (CoC) and the use of CSs among students at HUTECH in particular and at the Vietnamese tertiary level in general.

scholarly journals The Relationship between Metacognitive Listening Strategy Used by Proficiency Level and Their Listening Comprehension for Eleventh Grade in SMA Negeri 1 Gresik

2021 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Fadlilatul Ummah ◽  
Yudhi Arifani
Keyword(s):  
Quantitative Research ◽  
Listening Comprehension ◽  
Correlation Study ◽  
Metacognitive Awareness ◽  
P Value ◽  
Low Level ◽  
Proficiency Level ◽  
Listening Strategies ◽  
Listening Process ◽  
The Relationship

Listening is one of receptive skills which is important for language learners in order to understand and construct meaning from oral information which has been delivered. Meanwhile, metacognitive listening strategy is one of listening strategies that could be used by learners before, during, and after listening process in order to improve students’ listening ability. Here, the researcher wants to know whether there is relationship between metacognitive listening strategy and students’ listening comprehension. There are two aims of this study: 1) to know the different use of metacognitive listening strategy by proficiency level, and 2) to know the relationship between metacognitive listening strategies and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. This study applied quantitative research using correlation study, 30 students included high, middle, and low-level were the sample of this study. The data have been collected by using listening strategies questionnaire, metacognitive awareness listening questionnaire (MALQ) and listening TOEFL test. The first questionnaire contained listening strategy in order to know the students who used metacognitive listening strategy and selected the sample. The second questionnaire had a purpose to get the answer of students’ metacognitive listening strategy. The listening TOEFL test have been used to get the students’ score of listening comprehension and classified the students into high, middle, and low- level students. After gaining the data, the researcher analyzed the data using statistical computation of Microsoft Excel and SPSS 16.00. The research finding from the computation of the data showed that there was significant different on the use of metacognitive listening strategy by proficiency level in which p-value was 0.015 < ɑ (0.05) and there was positive, strong correlation between metacognitive listening strategy and students’ listening comprehension (r=0.525). Furthermore, the p-value of Pearson Product Moment was 0.03. It means that there was significant relationship between metacognitive listening strategy and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. It could be summed up that there was positive, strong, and significant correlation between metacognitive listening strategy and students’ listening comprehension. Based on the result of the study, the students needed to increase their metacognitive listening strategy for getting better performance in listening comprehension. If metacognitive listening strategy increased then so did students’ listening comprehension. Therefore, the researcher gives some suggestions. Firstly, the teachers should consider metacognitive listening strategy for the students in order to improve students’ listening comprehension. Secondly, for the students, they are expected to increase their metacognitive awareness by applying metacognitive listening strategy in their listening process. The last for the next researchers, they are expected to conduct the research about metacognitive listening strategy by involving more subjects.

scholarly journals Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

2019 ◽  
Vol 3 (1) ◽  
pp. 60
Author(s):  
Arum Nisma Wulanjani ◽  
Lilia Indriani
Keyword(s):  
Problem Solving ◽  
Basic Needs ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
The Other ◽  
Need Analysis ◽  
Other Hand ◽  
Efl Students ◽  
Problem Solving Strategies ◽  
Listening Strategies

<p>Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening  class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.</p><p>This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed  as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students.  </p>

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