Investigating the Relationship between Learning Style and Metacognitive Listening Awareness

Zarrabi, Fatemeh

doi:10.1080/10904018.2016.1276458

Cited by 22 publications

(13 citation statements)

References 44 publications

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“…English is viewed as a necessary tool for communication with the world beyond Iran's borders and as a means of providing access to information required for Academic technical and scientific texts in this globalized digital era (Dao & McDonough, 2018;Kiany et al, 2011;Zarrabi, 2017). Furthermore, English is viewed as cool and modern (prestigious) in Iran as well as a means of providing information for tourists and visitors who do not understand Persian (Sadeghi & Richards, 2015).…”

Section: The Status Of English In Iran In the Public Domainmentioning

confidence: 99%

English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

Zarrabi¹

2018

ELT

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The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian -English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people's ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.

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Section: The Status Of English In Iran In the Public Domainmentioning

confidence: 99%

English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

Zarrabi¹

2018

ELT

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“…Similarly, Peacock (2001) revealed that most ESL learners favored the kinesthetic and auditory but disfavored the individual learning style. Other studies (Melton, 1990;Mulalic, Shah, and Ahmad, 2009;Tuan, 2011;Khmakhien, 2012;Wang, 2012;Farajolahi and Nimvari, 2014;Muniandy and Shuib, 2016;Zarrabi, 2017), which were conducted on non-Arab EFL students, reported the same result ranking the kinesthetic, auditory, and group learning styles as major PLS.…”

Section: Discussionmentioning

confidence: 74%

The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

Alnujaidi¹

2018

IJEL

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This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

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“…Ozturk (2018) studied the relation between the teachers' self-reported metacognitive awareness on a sample of 30 English language teachers and found out that only highly metacognitive instructors could transfer their metacognitive understanding to prepare lesson plans and create useful strategies. Zarrabi (2017) examined the relationship between learning style and metacognitive listening awareness of EFL learners and found a statistically significant relationship between the two variables. Yildiz et al (2018) studied students' cognitive and metacognitive competencies according to different variables on 366 lower middle school students.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers

Sahoo

Behera

Sahu

2021

ash

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Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Here, an attempt was made to investigate the relationship and differences of metacognitive awareness on teaching and teaching competence of prospective secondary teachers. The main objective of the study was to compare the significant mean differences and relationship of of metacognitive awareness on teaching and teaching competence of male and female secondary prospective teachers. A sample of 100 secondary prospective teachers consisted of 50 males and 50 females from Dr. PMIASE, Sambalpur, and Panchayat College, Bargarh, were selected randomly. For this study, both correlational and causal-comparative method was employed by the researcher. To collect data, the researcher used the Inventory of Metacognitive Awareness for Teachers (MAIT) developed by C. Balcikanli (2011) and the General teaching Competence scale (GTC) developed by B.K. Passi and Lalitha (1994). The obtained data were analyzed using”t” test and Pearson correlation coefficient “r.” It was that found the mean scores of male teachers are significantly better than the female teachers when metacognitive awareness was compared with teaching and teaching competence. Lastly, the result indicated there existed a strong positive correlation of metacognitive awareness on teaching and teaching competency concerning male and female student teachers.

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Investigating the Relationship between Learning Style and Metacognitive Listening Awareness

Cited by 22 publications

References 44 publications

English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers

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