Metacognitive instruction in listening for young learners

Abstract

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Metacognitive Instruction Does Improve Listening Comprehension

“…The results of this study support those of studies [5,10,11] suggesting that metacognitive instruction based on pedagogical cycle improves the listening comprehension ability of less-skilled listeners. By contrast, the results of this study showed that more-skilled listeners had a slight increase in the posttest, though one of them decreased his scores in the posttest.…”

“…This sharing of thoughts about the listening input assisted the listeners to infer the intended message. This explicit sequence of listening tasks was aligned with sharing, discussion and evaluation recommended by Goh and Taib [11]. This explicit sequence of listening tasks was foreign to most of the listeners and they learnt some of the missing segments from sharing notes with their peers.…”

“…The findings from a pretest and posttest scores show that the less-skilled listeners participated in the guided methodology (strategy-based) made greater gains than more-skilled peers. Finally, Goh and Taib [11] conducted a small-scale study to assess the development of a group of ten Chinese primary school, ESL listeners over eight listening lessons. The results from a pretest and posttest indicated that the less-skilled listeners reported increased motivation, confidence and strategy knowledge and one of the more-skilled listeners failed to improve across the study.…”

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

“…The results support the fact that if learners undergo such processes underlying the listening activity, they can surely benefit from this strategy, and metacognitive listening instruction does have merits in this regard. The present study found further empirical support to those of Goh (2002), Goh and Taib (2006), Vandergrift (2004), and Vandergrift and Tafaghodtari (2010), claiming that metaconitive listening instruction as a pedagogical cycle can improve learners' second and foreign language listening skills in the classroom if it is employed in a systematic way and based on the pedagogic needs.…”

Exploring meta-cognitive beliefs of postgraduates in an EFL context

“…It is believed that person knowledge consists of judgments about one's learning abilities and knowledge about internal and external factors that affect the success or failure in one's learning (Vandergrift, Goh, & Marreschal, 2006). Task knowledge is described as "the individual's knowledge about a given task" (Gabillon, 2005, p.233), which embraces knowledge about the purpose, demand and nature of the learning task (Goh & Taib, 2006). It requires the learner to consider whether the task is interesting, familiar, and whether it is within the capabilities of the individual to accomplish, coupled with time needed to learn, and degree of difficulty inherent in the learning.…”