The Use of Metacognitive Strategies in Listening Comprehension by Iranian University Students Majoring in English: a Comparison between High and Low Proficient Listeners

Ratebi, Zahra; Amirian, Zahra

doi:10.5296/jse.v3i1.2969

Cited by 17 publications

(25 citation statements)

References 34 publications

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“…Meanwhile, the highest level of their listening strategy awareness related to problem-solving refers to kinesthetic learners. The present findings are in line with the other studies that English department students were found to be more aware of their problem solving and planning and evaluation strategies (Rahimi and Katal, 2012;Ratebi and Amirian, 2013).…”

Section: Planning and Evaluation And Problem Solvingsupporting

confidence: 93%

“…Altuwairesh' (2016) research findings are in line with the present study that EFL learners in King Saud University report the use of problem-solving strategies is more than the other types of metacognitive listening strategies. The study conducted by (Ratebi & Amirian, 2013)also supported the present study finding that metacognitive awareness for problem-solving had the highest score for EFL learners in Iranian University. Thus, listening strategies associated with the explicit instruction of the strategies including making an inference, listening tokeywords, and recognizing unfamiliar words.…”

Section: Planning and Evaluation And Problem Solvingsupporting

confidence: 86%

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EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

Mulyadi

2019

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Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students' listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students' listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction. The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated thatexplicit listening strategy instructions have raised students' direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students' mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups -meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction. Abstrak.Walaupun listening comprehensionmemiliki peranan yang sangat penting dalam pemerolehan bahasa, masih banyak siswa EFL yang mengabaikan pembelajaran listening tersebut dalam proses pembelajaran Bahasa Inggris sebagai bahasa asing. Oleh Karen itu, penelitian ini bertujuan untuk menganalisis penggunaan strategi yang dalam pembelajaran listening bagi mahasiswa visual, auditori, dan kinestetik yang telah mendapatkan perkulihan extensive listening dengan pengajaran strategi yang eksplisit. Partisipan dalam penelitian ini berjumlah 38 mahasiswa Bahasa Inggris di Universitas Muhammadiyah Semarang. Instrumen pengumpulan data meliputi Listening strategy use questionnaire, learning style questionnaire, dan interview. Hasil menunjukan bahwa pengajaran strategi listening secara eksplisit telah meningkatkan direct attention siswa. Strategi menafsirkan makna di kepala mereka dan menerjemahkan kata kunci yang mereka telah E-Structural 124 mendengarkan berdampak pada mental translation strategy awareness mereka. Akan tetapi visual learners dalam kelompok control memiliki strategy awareness terkait Person Knowledge lebih tinggi daripada dalam kelompok eksperimental. Auditory learners memiliki nilai yang sama untuk kedua kelompok. Sementara itu, sedikit lebih tin...

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Section: Planning and Evaluation And Problem Solvingsupporting

confidence: 93%

Section: Planning and Evaluation And Problem Solvingsupporting

confidence: 86%

EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

Mulyadi

2019

View full text Add to dashboard Cite

show abstract

“…On the other hand, no significant differences were found between other types. This result agrees with the other studies reviewed in the literature which found that problem-solving strategies are used more frequently than other types of metacognitive listening strategies (Chamot & Küpper, 1989;Graham, 2003;Vandergrift et al, 2006;Ratebi, 2013;Altuwairesh, 2016). This result indicates that Saudi EFL medical students resort to their repertoire of vocabulary and the general idea of the text to deduce the meaning of elt.ccsenet.org English Language Teaching Vol.…”

Section: Statementsupporting

confidence: 82%

“…The study also indicated that giving up listening when having a problem is not favoured by students (Vogely, 1995). This result also was reported by other researchers (Li, 2013;Ratebi, 2013;Altuwairesh, 2016).…”

Section: Statementsupporting

confidence: 76%

“…This result agrees with previous studies which found that direct attention strategies are used frequently by students. Ratebi (2013) found that his Iranian university students majoring in English reported a frequent use of direct attention strategies, which came second after problem-solving strategies. Moreover, in a recent study in a Saudi context, Altuwairesh (2016) found that Saudi EFL female students reported a high use of this factor in comparison to other factors.…”

Section: Statementmentioning

confidence: 99%

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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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Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills

Bourdeaud’hui

Aesaert

Braak

2021

The Journal of Educational Research

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This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students' critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students' motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students' reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills.

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The Use of Metacognitive Strategies in Listening Comprehension by Iranian University Students Majoring in English: a Comparison between High and Low Proficient Listeners

Cited by 17 publications

References 34 publications

EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

Metacognitive Listening Strategies Used by Saudi EFL Medical Students

Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills

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