Exploring the relationship between metacognitive awareness and listening performance with questionnaire data

Goh, Christine C. M.; Hu, Guangwei

doi:10.1080/09658416.2013.769558

Cited by 143 publications

(168 citation statements)

References 49 publications

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“…Her model includes planning learning activities with one or more learning objectives in mind prior to learning, monitoring the learning process during learning, and evaluating the learning process after learning activities, highlighting the significant central role that learners' metacognition plays in L2 language development. Researchers have since adopted this classification and studied the three major variables in a more refined way towards obtaining a better understanding of learners' metacognitive processes in various language skill development, such as listening (Goh and Hu 2014), reading (Zhang 2010) and writing (Ruan 2014;Teng and Zhang 2016).…”

Section: The Role Of Learner Metacognition In L2 Writing Strategy Resmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: The Role Of Learner Metacognition In L2 Writing Strategy Resmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…Hence, the instrument used in this study was the Metacognitive Awareness Listening Questionnaire (MALQ) developed and validated by Vandergrift et al (2006). According to Goh et al (2013), this questionnaire is based on research and theories concerning L2 listening, specifically on Flavell's (1979) proposals about metacognition. It elicits an awareness of five distinct strategies: Personal knowledge, mental translation, direct attention, problem-solving, planning and evaluation.…”

Section: Instrumentsmentioning

confidence: 99%

Metacognitive Listening Strategies Used by Saudi EFL Medical Students

Alhaisoni¹

2017

ELT

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The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that participants use problem-solving and direct attention strategies more frequently than other metacognitive listening strategies. On the other hand, mental translation and personal knowledge strategies were reported to be the least used strategies. The pedagogical implications of these findings are discussed.

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“…The Vandergrift and Tafaghodtari () study provides a solid example of using various research instruments (e.g., stimulated recalls) to achieve triangulation of data. Similarly, the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift, Goh, Mareschal, & Tafaghodtari, ) may be used as a tool to both identify and promote metacognition of five listening‐related factors which cover person knowledge (perceptions not strategies), task knowledge (implicitly), and (metacognitive and cognitive) strategy knowledge and perceived use (e.g., Goh & Hu, ).…”

Section: Metacognition In L2 Listeningmentioning

confidence: 99%

Metacognition in L2 Listening: Clarifying Instructional Theory and Practice

Cross

2015

TESOL Quarterly

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W ithin the framework of metacognition in second language (L2) listening, there has been a notable surge in the amount of research being conducted and published regarding the effects of metacognitive instruction. Nevertheless, despite this positive interest, it is becoming increasingly evident that there is an element of misunderstanding among researchers, reviewers, and scholars about what constitutes metacognitive instruction. Moreover, there is apparent confusion in a number of associated publications regarding the differences between metacognitive instruction and strategy instruction, a more well established strand of research which also targets aspects of metacognition in L2 listening. In light of these concerns, and with the aim of preventing such issues from being perpetuated in subsequent related publications, the author first briefly reviews the notion of metacognition in L2 listening. Next, with respect to strategy instruction and subsequently metacognitive instruction, the author illustrates how each is subsumed under the concept of metacognition and then clarifies what the given instructional approach entails, supported with examples of empirical studies, in order to highlight the manner in

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Exploring the relationship between metacognitive awareness and listening performance with questionnaire data

Cited by 143 publications

References 49 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Metacognitive Listening Strategies Used by Saudi EFL Medical Students

Metacognition in L2 Listening: Clarifying Instructional Theory and Practice

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