Metacognitive Strategy Instruction and EFL learners’ Listening Comprehension Ability: A Tale of Two Genders
محورهای موضوعی : Journal of Teaching English Language StudiesSaeed Ranjbar 1 , Davood Mashhadi Heidar 2
1 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
کلید واژه: gender, EFL learners, metacognitive strategy instruction, Listening performance,
چکیده مقاله :
This research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strategy instruction of metacognitive strategies. The focus was upon planning, monitoring, and evaluation. The participants in the second experimental group were trained according to Metacognitive Pedagogical Sequence proposed by Vandergrift and Goh (2012) for ten weeks, and participated in a course in which a sequence of tasks helped them work on their metacognitive awareness of the processes underlying L2 listening through peer interactions. Through a test of listening comprehension, data were collected and changes were tracked in learners’ listening performance before and after the program. According to the findings of the study metacognitive strategy instruction led to a significant improvement in the overall listening performance of the learners in both groups, that is, no significant difference was found between two groups of male and female learners. Moreover, it was shown that the Metacognitive Pedagogical Sequence and the manner in which metacognitive strategies were presented according to this model led to significantly higher listening performance of EFL learners who participated in this study.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing, and cognitive and affective response in foreign language listening. Modern Language Journal, 76(2), 160-178.
Bacon, S. M., & Swaffar, J (1993). Reading and listening comprehension: Perspectives on research and implications for practice. In A. H. Omaggio (Ed.), Research in language learning: Principles, processes, and prospects. Lincolnwood (pp. 124-145). IL: National Textbook
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. David (Ed.), Handbook of reading research (pp. 353-394). New York: Longman.
Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory and Practice in Language Studies, 1(1), 61-67.
Berner, J. E. (2004). Listening comprehension strategies: A review of the literature.
Bozorgian, H. (2012). The relationship between listening and other language skills in International English Language Testing System. Theory and Practice in Language Studies, 2(4), 657-663.
Bozorgian, H. (2014). The Role of Metacognition in the Development of EFL Learners’ Listening Skill. International Journal of Listening, 28(3), 149-16.
Chamot, A.U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of applied Linguistics, 25: 112-130.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language strategy instruction.
Foreign language annals, 22(1), 13-22.
Chen, A. H. (2009). Listening strategy instruction: Exploring Taiwanese college students’ strategy development. Asian EFL Journal, 11(2), 54–85.
Clement, J. (2007). The impact of teaching explicit listening strategies to adult intermediate-and advanced-level ESL university students. Retrieved from ProQuest Dissertations and Theses. (UMI No. 3253098).
Cross, J. (2010). Raising L2 listeners' metacognitive awareness: A socio-cultural theory perspective. Language Awareness, 19(4), 281-297.
Dekeyser, R. (2007). Introduction: situating the concept of practice. In R. DeKeyser
(ed.), Practice in a Second Language (1–18). Cambridge: Cambridge University
Press.
Fahim, M., & Fakhri, E. A. (2014 a). Exploring the effect of the model of metacognitive strategy instruction on the listening performance of EFL learners. International Journal of Research Studies in Language Learning, 3(6), 3-20.
Fakhri, E. (2006). The role of genre based strategy instruction on EFL learners' listening comprehension Unpublished MA dissertation. Tehran: Khatam University.
Flavel, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34,906-911.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369.
Goh, C. (1998). How listeners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2, 124-147.
Goh, C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.
Goh, C. (2008). Metacognitive strategy instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213.
Graham, S. (2006). Listening comprehension: The learners' perspective. System, 34, 165-182.
Lynch, T. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes, 10(2), 79-88.
Mendelsohn, D. (2001). Listening comprehension: We’ve come a long way, but… Contact 27, 33-40.
Murphy, M. J. (1985). Examining ESL listening as an interpretive language process. TESOL
Newsletter, 14(6), 23-24.
O’Malley, J. M., Chamot, A. U., & Kupper, K. (1989). Listening Comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R.L., Crookall, D., Cohen, A., Lavine, R., Nyikos, M., and Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3), 197-216.
Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan. Retrieved from ProQuest Dissertations and Theses (UMI No. 9955135).
Rubin, J. (1975). What the" good language learner" can teach us. TESOL quarterly, 41-51.
Tabeei, Sh., Tabrizi, A. R., & Ahmadi, Gh. (2013). The effect of metacognitive strategies strategy instruction of Iranian EFL learners: Focusing on gender. International Journal of Language Learning and Applied Linguistics World, 4(4), 13-29.
Vandergrift, L. (1997). The strategies of second language (French) listeners. Foreign Language Annals, 30, 387-409. doi: 10.1111/j.1944-9720.1997.tb02362.x.
Vandergrift, L. (2003). Orchestrating strategy use: Towards a model of the skilled L2
listener. Language learning, 53, 461- 491. doi: 10.1111/1467-9922.00232.
Vandergrift, L. (2004). Successful and less successful listeners in French: What are the strategy differences? The French review, 71(3), 370-394.
Vandergrift, L. (2007). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463-496.
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodatari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56(3), 431-462.
Zeng, Y. (2012). Metacognition and self-regulated learning (SRL) for Chinese EFL listening development (Unpublished doctoral dissertation, Nanyang Technological University, Singapore). Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement. Mahwah, NJ: Erlbaum.
