Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom

Bøhn, Henrik; Myklevold, Gro Anita

doi:10.4324/9781351049146-10

Cited by 3 publications

(10 citation statements)

References 13 publications

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“…Goal-based metacognitive strategy interventions have been shown to improve attention, executive functioning, self-awareness, and social communication in adults with traumatic brain injury (TBI) [ 103 – 105 ]. Second language (L2) learners receiving explicit communication strategy instruction have been found to have greater metacognitive awareness, defined as conscious awareness of communication strategies, and increased frequency of use of "high-quality” communication strategies compared with controls [ 106 ]. In the AR setting, a metacognitive framework that conceptualises the components of functional listening could guide the identification and targeting of specific skills, behaviours, knowledge and processes for inclusion in a self-management intervention.…”

Section: Discussionmentioning

confidence: 99%

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Perceived listening ability and hearing loss: Systematic review and qualitative meta-synthesis

Hughes

Boisvert²,

McMahon³

et al. 2022

PLoS ONE

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Background Hearing loss (HL) can affect communication in complex ways. Understanding how adults with HL reflect on and conceptualise the way they listen (metacognition) is required if interventions, and the outcome measures used to evaluate them, are to address barriers to functional communication arising from HL. Objectives This study describes how adults with HL experience and report the processes, behaviours, and components of listening, as presented in published studies. Design Systematic review and meta-synthesis of qualitative studies. Methods Systematic searches identified English-language, peer-reviewed journal articles reporting the results of qualitative or mixed-methods studies of adults’ with HL perceived listening abilities. Medline, PsychInfo, Web of Science, Embase, and Google Scholar were searched from inception to November 2021. Handsearching reference lists of included studies identified additional studies for inclusion. The Critical Appraisal Skills Programme (CASP) qualitative checklist was used to appraise studies’ methodological quality. Data from included studies were analysed using thematic meta-synthesis. The Grading of Recommendations Assessment, Development and Evaluation (GRADE) Confidence in the Evidence from Reviews of QUALitative (CERQual) approach assessed confidence in the review findings. Two reviewers independently completed all screening and quality appraisal. Thematic meta-synthesis and GRADE CERQual assessment was completed by one reviewer and confirmed by a second reviewer. Discrepancies were resolved through discussion. Results Data from 46 studies were included in the review. Thematic meta-synthesis identified six descriptive themes: 1) perceived listening ability; 2) external modifiers; 3) psychosocial impacts of hearing loss; 4) communication partner perspectives; 5) self-efficacy for listening; and 6) cognitive load. GRADE CERQual ratings for descriptive themes ranged from low to moderate confidence. Descriptive themes were related by analytic themes of liminality and reciprocity. Conclusions Adults with HL provide in-depth accounts of components and processes of listening, with studies reporting both cognitive and affective experiences consistent with theoretical models of metacognition. The findings will inform content generation for a hearing-specific patient-reported outcome measure of perceived listening ability in everyday communication.

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Section: Discussionmentioning

confidence: 99%

“…strategies compared with controls [106]. In the AR setting, a metacognitive framework that conceptualises the components of functional listening could guide the identification and targeting of specific skills, behaviours, knowledge and processes for inclusion in a self-management intervention.…”

Section: Plos Onementioning

confidence: 99%

Perceived listening ability and hearing loss: Systematic review and qualitative meta-synthesis

Hughes

Boisvert²,

McMahon³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

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“…Lam and Wong (2000) concur in that the Hong Kong ESL learners in their study still could not seek and provide clarification during the group discussions at the end of the communication strategy training because of their limited vocabulary. Bøhn and Myklevold (2018) investigated whether Norwegian EFL learners were using metacognitive strategies such as pre-assessment, preplanning, online planning/monitoring and post-evaluation but did not examine whether training in metacognitive awareness can lead to better use of meaning negotiation strategies. Hence, an area to explore further is the relationship between metacognitive awareness and use of meaning negotiation strategies during the process of communication strategy training.…”

Section: Discussionmentioning

confidence: 99%

“…Communication strategy training can significantly reduce speaking anxiety (Tsai, 2018). The training also significantly increases the number of communication strategies used by Norwegian secondary school students in Bøhn and Myklevold's (2018) study because it increases their metacognitive awareness of strategy use.…”

Section: Communication Strategy Trainingmentioning

confidence: 99%

“…Al-Gharaibeh and Al-Jamal (2016) found that Grade 10 teachers frequently use comprehension check when teaching English but at the students' level, this meaning negotiation strategy is hardly used (Soekarno & Ting, 2016;Ting & Kho, 2009;Ting & Phan, 2008). It is important to allocate more time in the communication strategy training to develop their metacognitive awareness of strategy use (see also Bøhn & Myklevold, 2018 fillers needs to be given attention because the frequency of use is the second highest (8.08 times per ptw, Table 5). For example, "We [actually] filler had our first proposal" and "[So, this project] filler [uhh] [this project [uhh] we started,] fronting .…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

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Fluency and communication strategy use in group interactions for occupational purposes

Soekarno

Ting

2020

JELTIM

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Communication strategy use varies with proficiency in the target language and less proficient learners rely on L1 strategies for conversational repair. In an English for Occupational Purposes (EOP) context where the technical register is unfamiliar, little is known on whether communication strategies can enable learners with limited English proficiency to overcome hesitancy in speech. The study examined learners’ use of communication strategies and fluency in group interactions in an EOP context using an integrated problem-solving, interactional and discourse-based framework of communication strategies. A 13-week communication strategy training was conducted focusing on conversational repair strategies (fillers, approximation, code-switching), meaning negotiation strategies (clarification request, comprehension check, confirmation check), response strategies (rephrase, shadowing, reply) and discourse-based strategies (lexical repetition, topic fronting). The results on communication strategy use in three group interaction sessions involving three participants showed that the most frequently used communication strategies were lexical repetition and fillers. The participants’ fluency, as measured in C-units and frequency of fillers, was higher when they interacted on familiar topics. The participants learnt to use discourse-based strategies but not meaning negotiation strategies. The findings suggest that for better negotiation of meaning, the communication strategy training needs to create metacognitive awareness of the interlocutors’ communicative needs.

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Oral skills and learner agency in the foreign language classroom

Ramberg

Bøhn²

2023

NJLTL

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Learner agency is frequently advocated as a basic principle of contemporary language education, involving learner engagement and autonomy. This principle is supported by research in the fields of Self-Regulated Learning (SRL) and formative assessment (FA). These two perspectives may be further linked to models of feedback in the sense that feedback is not only related to feedback on tasks, but also to learning strategies and self-regulation. Related to this, there is evidence that self-assessment (SA) and communication strategies (CSs) have potential for advancing student learning in the language learning classroom. In the national curricula of foreign languages in the Nordic countries, the concepts of learner agency and self-regulated learning are emphasized as important for developing students’ proficiency. However, in the research literature, little attention has been paid to the combined strategies of SRL and agency in relation to learners’ oral skills. In this article, we discuss factors influencing the usefulness and effectiveness of feedback and how SRL and FA, more specifically SA and CSs, may promote oral skills in the foreign language classroom. Finally, we stress the need for more empirical studies, involving teachers and researchers, examining SRL strategies and learner agency in a Nordic school context. Keywords: Learner agency; formative assessment; self-regulated learning; student involvement, communication strategies

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Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom

Cited by 3 publications

References 13 publications

Perceived listening ability and hearing loss: Systematic review and qualitative meta-synthesis

Perceived listening ability and hearing loss: Systematic review and qualitative meta-synthesis

Fluency and communication strategy use in group interactions for occupational purposes

Oral skills and learner agency in the foreign language classroom

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