The Effect of Metacognitive Listening Strategy Training on EFL Learners’ Listening Sub-skills Performance

Hassan Dousti, Hossein Abolfathiasl

Abstract


The aim of this study is to examine the impact of metacognitive listening strategy instruction on the listening sub-skills performance of the Iranian pre-intermediate EFL learners at the Foreign Language Center, Imam Ali University. The current study has been conducted with 64 participants. They were assigned into two groups randomly, an experimental group (n: 32) and a control group (n: 32). To determine the listening comprehension ability of the participants, a listening comprehension pretest based on the listening sub-skills was administered to the participants before the experiment. Then, the experimental group received an eight-week treatment on metacognitive listening strategies. After the treatment phase, a posttest was given to the participants in both the experimental and control group. The results of the independent t-test showed that there is a statistically significant difference (3.29>2; df = 62) between the posttest scores of the experimental group and the control group. Metacognitive strategy training promoted students’ listening comprehension remarkably; therefore, it should be integrated into the listening instruction programs to help language learners become more effective listeners.

 


Keywords


Listening subskill, metacognitive listening strategy, listening performance, EFL

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References


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Vandergrift, L. (1997a). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.

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Vandergrift, L. (2003). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425-440.

Vandergrift, L. (2004). Listening to Learn or Learning to Listen? Annual Review of Applied Linguistics, 24, 3-25.

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Vandergrift, L., Goh, C. M., Mareschal, C., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening

Questionnaire (MALQ): Development and Validation. Language Learning, 56(3), 431-462.

Weir, C. j. (1993). Understanding and Developing Language Tests. London: Prentice Hall.

Williams, M., & Burden, R. L. (2000). Psychology for language teachers. Cambridge: Cambridge University Press.

Willis, J. (1981). Teaching English through English. London: Longman

Wilson, J. J. (2008). Teach listening. Longman: Person Education Limited.

Yang, C. (2009). A study of metacognitive strategies employed by English listeners. International Education Studies. 2(4), 134-139.

Anderson, N.J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, 3-4.

Brown, H. D. (2004). Language assessment: Principal and classroom practices. White Plains, NY: Pearson Education.

Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance. Novitas Royal, 4 (1), 35 50.

Field, J. (1998). Skills and strategies: Towards a new methodology for listening. ELT Journal, 52(2)110-118.

Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. Regional Language Centre Journal, 39(2), 188 - 213.

Goh, C., & Yusnita, T. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232.

Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle.

National Capital Language Resource Center (NCLRC): http://www.nclrc.org/ & http://calla.ws/overview.html

O’Malley, J. M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language. boston: Heinle & Heinle.

Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-239.

Vandergrift, L. (1997a). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.

Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 54, 168-176.

Vandergrift, L. (2003). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425-440.

Vandergrift, L. (2004). Listening to Learn or Learning to Listen? Annual Review of Applied Linguistics, 24, 3-25.

Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency? Modern Language Journal, 90(1), 6-18.

Vandergrift, L., Goh, C. M., Mareschal, C., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening

Questionnaire (MALQ): Development and Validation. Language Learning, 56(3), 431-462.

Weir, C. j. (1993). Understanding and Developing Language Tests. London: Prentice Hall.

Williams, M., & Burden, R. L. (2000). Psychology for language teachers. Cambridge: Cambridge University Press.

Willis, J. (1981). Teaching English through English. London: Longman

Wilson, J. J. (2008). Teach listening. Longman: Person Education Limited.

Yang, C. (2009). A study of metacognitive strategies employed by English listeners. International Education Studies. 2(4), 134-139.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.2n.4p.50

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