Roles of Linguistic Knowledge, Metacognitive Knowledge and Metacognitive Strategy Use in Speaking and Listening Proficiency of Iranian EFL Learners

Ghapanchi, Zargham; Taheryan, Atefeh

doi:10.5430/wje.v2n4p64

Cited by 10 publications

(9 citation statements)

References 81 publications

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“…While some researchers have declared no significant effect for listening metacognitive strategies training on improving listening comprehension (Thompson and Rubin, 1996;Seo, 2002;Chen and Huang, 2011;Abdul Malik et al, 2013), others have emphasized the positive impact of strategy training on listening comprehension. This finding of the study is in line with the findings of some other related studies (Goh, 2002a;Pintrich, 2002;Bolitho et al, 2003;Chamot, 2005b;Annevirta et al, 2007;Vandergrift, 2007;Field, 2008;Coşkun, 2010;Ghapanchi and Taheryan, 2012;Maftoon and Fakhri Alamdari, 2020;Panggabean and Triassanti, 2020).…”

Section: Discussionsupporting

confidence: 92%

The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill

Taherkhani

Aliasin²,

Khosravi³

et al. 2022

Front. Educ.

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This study investigated the effects of metacognitive listening strategy instruction (MLSI) and learners’ locus of control orientation on the listening comprehension of EFL learners. 100 EFL students at the University of Zanjan and Imam Khomeini International University of Qazvin were randomly chosen. The participants were randomly assigned to an experimental group (N = 50) and a control group (N = 50). The experimental group received 10 weeks of treatment including 10 sessions of metacognitive listening strategy training. Both groups took the Metacognitive Awareness Listening Questionnaire and Rotter’s Internal-External Locus of Control Scale before the treatment sessions. Then, they took the listening pre-test and after the treatment, the listening post-test was administered and the required data was obtained. The findings revealed that MLSI had a significant impact on the learners’ listening comprehension for the learners with internal LoC; However, external LoC did not have any significant moderating effect on listening comprehension ability. Pedagogical implications are suggested for an EFL teaching/learning context.

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Section: Discussionsupporting

confidence: 92%

The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill

Taherkhani

Aliasin²,

Khosravi³

et al. 2022

Front. Educ.

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“…The most used metacognitive strategy is the specified statement "I pay attention when someone is speaking English.". This supports previous studies that indicated speaking has the highest correlation with the metacognitive language learning strategy, (Forbes & Fisher, 2018;Ghapanchi & Taheryan, 2012). Nelson and Narens (1994), who developed the monitoring and control theory asserts that metacognition can essentially be divided into 2 sections: 1) monitoring and 2) control.…”

Section: Discussionsupporting

confidence: 88%

Language Learning Strategies Used by Form 4 Esl Learners to Develop Speaking Skills

John¹,

Rangasamy²,

Indiran³

et al. 2021

IJARBSS

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One of the most crucial elements of learning English is the ability to communicate effectively. It helps the user to convey information orally in a way that listeners can comprehend. It is important to communicate successfully in this global environment and speaking is considered the most critical of the four language skills. The focus of this study is to identify the highly utilized language learning strategies (LLS) among Form 4 ESL learners to improve their speaking skills. 60 students were selected using the purposive sampling method with ages ranging from sixteen to seventeen years old. Oxford (1990) Strategy Inventory for Language Learning (SILL) Version 7.0 was used as the basis of the questionnaire. The modified version consisted of 36 statements on a Likert scale of 1 to 5. The mean and percentages of each strategy was analysed using SPSS Version 26. The results revealed that metacognitive strategy is the highly used LLS, while the memory related strategy is the minimally used LLS among upper secondary ESL learners in improving their speaking skills. These findings provide useful information for other researchers who are interested in analysing the language learning strategies used by students to improve their speaking skills.

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“…. In enhancing the English learning process, they were estimating speaking knowledge process by doing planning and controlling the language strategy used (Ghapanchi & Taheryan, 2012). Utilizing online platforms such as movies, TV shows, or YouTube as social media has influenced students' learning speaking ability (Sze, 2006).…”

Section: Metacognitive Strategiesmentioning

confidence: 99%

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Marlin

Saehu²,

Yundayani³

2022

JEELS

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The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents are 64, who were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning. The results showed that 63 (95%) of students applied metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students used practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% of social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated

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Roles of Linguistic Knowledge, Metacognitive Knowledge and Metacognitive Strategy Use in Speaking and Listening Proficiency of Iranian EFL Learners

Cited by 10 publications

References 81 publications

The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill

The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill

Language Learning Strategies Used by Form 4 Esl Learners to Develop Speaking Skills

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

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