Metacognitive Listening Strategies Used by Saudi EFL Medical Students

Alhaisoni, Eid

doi:10.5539/elt.v10n2p114

Cited by 13 publications

(27 citation statements)

References 32 publications

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“…The result of this study is in line with previous studies, as cited by (Alhaisoni, 2017). Altuwairesh in (Altuwairesh, 2016) found that the subject used problemsolving strategies more than other types of metacognitive listening strategies.…”

supporting

confidence: 92%

“…Listening in a foreign language is a complex but underestimated skill, as stated by Graham in 2003 cited by (Alhaisoni, 2017). On the otehr hand, since listening was believed on emphasizing and giving a boost for oral skills, many researchers are required to pay much attention to listening skill.…”

Section: Introductionmentioning

confidence: 99%

“…(Vandergrift et al, 2006) mentioned that metacognitive strategies play a critical role in the cognitive processes of language learning. Moreover, Flavell (1979:906) as cited by Alhair (Alhaisoni, 2017) argues that metacognition includes both metacognitive knowledge and metacognitive experiences. Metacognitive experiences may activate strategies aimed at cognitive or metacognitive goals.…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Wulanjani¹,

Indriani²

2019

Metathesis.J.Engl.Lang.Lit.Teach.

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<p>Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.</p><p>This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students. </p>

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supporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Wulanjani¹,

Indriani²

2019

Metathesis.J.Engl.Lang.Lit.Teach.

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“…In the light of the findings obtained as a result of the study, it can be said that sufficient metacognitive strategies are not used in teaching Turkish to Syrian children in order to improve their listening skills especially pre-listening and while listening whereas metacognition focuses on the listening process rather than how listening is concluded. Similarly, as a result of the study carried out by Alhaisoni (2017), it was also determined that evaluation, one of metacognitive listening strategies, in other words, the strategies used after listening were among the most frequently used strategies. Nevertheless, the findings obtained in some studies are different from the research result.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

Öztürk

2018

JETS

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The aim of this study is to determine the state of using metacognitive strategies to develop listening skills in teaching Turkish as a foreign language to Syrian children. This research is a descriptive study designed with the survey method. In June 2017, the Certification Program for Teaching Turkish as a Foreign Language was organized for Turkish educators who work in Adana, as a part of "The Project of Supporting Syrian Children's Integration into the Turkish Education System". In this context, all Turkish educators who work in Adana composed the population of this study while 108 Turkish educators constituted the sample of the study. In this study, the data were collected by the "Metacognitive Listening Strategies Opinion Form" developed by the researcher and analyzed with descriptive statistical techniques. The findings of the study showed that most of the metacognitive strategies that can be used before listening are rarely used and that the response rates as to "always" or "often" in the questionnaire are quite low. It was observed that Turkish educators usually "rarely" used strategies apart from the strategy of "underlining words the meaning of which they do not know" in the listening process.The findings further indicated that more strategies were used before and after listening than during listening and that the most frequently used strategies by learners were summarizing the listening text in their own words, expressing the theme and main idea of the text they were listening to, telling which section/s in the listening text they mostly focused on, and answering the listening comprehension questions.

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“…reading and listening) (e.g. Alhaisoni, 2017;Sheorey & Mokhtari, 2001). It has been found that the learners' awareness and strategic knowledge about learning play a critical role in those activities (Zhang, 2010).…”

Section: Introductionmentioning

confidence: 99%

Exploring Metacognitive Strategies Employed by ESL Writers: Uses and Awareness

Alamri¹

2018

IJEL

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The present study explored metacognitive strategies employed by English as second language (ESL) writers. The study also investigated students’ awareness of the effectiveness of these strategies and the relationship between students’ language proficiency levels and the frequent uses of metacognitive strategies. The data was collected via a questionnaire completed by non-native English speaker students (23 males, 38 females) at a midwestern university in the United States. The findings indicated that students frequently employed the three components of metacognitive strategies (i.e., monitoring, planning, evaluating; where evaluating was the most frequent strategy, followed by monitoring and planning). Moreover, the results indicated that students had a relatively high awareness of the effectiveness of the strategies discussed in the study which consequently affected students’ uses of these strategies during a writing task, such as essays. Among the students, there was a positive correlation between students’ proficiency levels and the frequency of the use of strategies. The study suggested several pedagogical implications including the need for increasing students’ as well as teachers’ awareness of metacognitive strategies in teaching and learning academic writing.

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Metacognitive Listening Strategies Used by Saudi EFL Medical Students

Cited by 13 publications

References 32 publications

Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

Exploring Metacognitive Strategies Employed by ESL Writers: Uses and Awareness

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