An Investigation of the Relationship between Motivation and Metacognitive Awareness Strategies in Listening Comprehension: The Case of Iranian EFL Learners

Abstract

This study sets out to investigate the relationship between patterns of motivation and L2 listeners’ metacognitive awareness and perceived use of strategies. A total number of 3o upper intermediate students from two English language teaching Institutes in Isfahan took part in this study. They were asked to fill in two questionnaires: (a) a questionnaire on motivation, which was developed by Vallerand et al. (1992), and (b) a questionnaire on Metacognitive awareness strategies in listening developed by Vandergrift et al. (2006). The results of the study revealed that: 1) there is no significant difference in terms of type of motivation among Iranian upper intermediate EFL learners .2) In the category of mecognitive strategies, problem solving was the most frequently used strategy and planning and evaltuation was the least frequently used one. 3) Positive relationship was found between both types of motivation and use of metacognitive awareness strategies, except for mental translation and intrinsic motivation. 4) There was significant difference in mean scores of high and low motivation groups, for three categories of metacoginitive awareness strategies including planning and evaluation, directed attention, and person knowledge. This study suggested that listeners’ metacognitive awareness should be cultivated and strategy instruction should be integrated into the teaching of listening

A Study of Translation Students' Self-Regulation and Metacognitive Awareness in Association with their Gender and Educational Level

“…Most researchers agree to provide learners with the best environment to benefit from metacognitive training to improve their metacognition and academic performance. "The majority of investigations into classroom interventions which incorporate metacognition as a part of their programs consider the impact of metacognitive training on EFL learners' academic success" (Coutinho, 2007;Kassaian & Ghadiri, 2011;Mohammadi Ghavam, Rastegar, &Razmi, 2011;Negretti & Kuteeva, 2011;Sheorey& Mokhtari,2001;Vandergrift, 2005;Zhang & Wu, 2009;as cited inHeidari & Bahrami, 2012). One of the studies that investigate the relationship between metacognition and learning achievements is Coffey (2010) who found that good metacognitive awareness lead to success in writing.…”

Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

“…In a similar study, Kassaian and Ghadiri (2011) also used the MALQ alongside Vallerand's Academic Motivation Scale the instrument from which the previously mentioned LLOS was derived-in order to investigate the relationship between motivation and second language listeners' metacognitive awareness and the use of strategies. The sample for this study were 30 participants from Iranian undergraduate EFL learners from English Institutes, there ages were 18 to 28.…”

“…According to the Vandergrift (2005), in listening skill there is a significant relation between the metacognitive strategy and motivation. Other linguists are also agreed with it and says that if there Is a higher proficiency in listening than there is a great need of higher motivation (Harputlu & Ceylan, 2014;Kassaian & Ghadiri, 2011;Nezhad, Behzadi , & Azimi, 2013).…”

The Application of Metacognition in CET Band 4 Listening Comprehension

“…Coskun(2010) [2] , Kassaian& Ghadiri(2011) [3] did a research on the cognitive awareness of listening. It shows that metacognitive awareness is a higher level skill, which can not only improve the processing efficiency of listening process, but also ensure the success of listening activities.…”