Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills

Abstract

This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students' critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students' motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students' reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills.

Critical Listening in Higher Education: Insights From Indonesian Efl Learners

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Reviewing Critical Listening Self-Efficacy of Secondary School Students

“…Ayrıca başarı ile ilişkili olarak özyeterliğin bireylerin kariyer seçimlerini etkilediği (Lent ve Brown, 2013) de ifade edilmektedir. Dinleme açısından literatür incelendiğinde dinlemeye ilişkin özyeterliğin dinleme başarısını etkilediğini tespit eden araştırmaların (Bourdeaud'hui, Aesaert ve Van Braak, 2021;Gaskill, 2002;Graham, 2011;Kassem, 2015;Magogwe ve Oliver, 2007;Mills, Pajares ve Herron, 2006;Nasrollahi-Mouziraji ve Birjandi, 2016;Pei, 2019) yanında dinleme anlama düzeyini özyeterliğin etkilemediğini açıklayan (Lestari, 2017), dinleme anlama ile özyeterliğin düşük düzeyde ilişkili olduğu tespit edilen (Risky, 2021) araştırmalar da mevcuttur. El-ssayed Diyyab (2020) eleştirel dinleme ile özyeterlik algısının ilişkisinin olduğunu açıklamaktadır.…”

Evaluation of Listening Skills in Grade 5 English PCTB Textbooks

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