The Application of Metacognitive Strategies in Computer-Assisted Listening Comprehension Class
DOI:
https://doi.org/10.2991/assehr.k.210226.019Keywords:
metacognitive strategies, computer-assisted language learning, teaching listeningAbstract
Computer-Assisted Language Learning (CALL) in listening comprehension courses has long been proved effective in enhancing EFL learner’s listening proficiency as it creates enough space for students to individualize their learning process. However, it is a need to provide students appropriate strategies to help them overcome various difficulties in their listening practice. This quasi-experimental research aims at investigating the influence of metacognitive strategies on EFL learner’s listening comprehension performance in CALL listening class. Forty-nine Vietnamese English major freshmen from two intact classes at Van Lang University, participated in the study. During the 10-week listening comprehension course, learners in the experimental group were instructed to use metacognitive strategies, while those in the control group received no strategy instruction. The collected data from the pre-test and post-test were analyzed by t-test using SPSS software. Students were also required to complete the Metacognitive Awareness Listening Questionnaire (MALQ), adopted from Vandergrift (2004). The findings suggested that metacognitive strategy instruction positively affects students’ listening comprehension competence.
References
Nunan, David. "Teaching grammar in context." ELT Journal, 1998, pp.101-109.
Graham, Charles R. "Blended learning systems: Definition, current trends, and future directions." Graham, Charles R. and Curtis Jay Bonk. Handbook of blended learning: Global perspectives, local designs. Pfeiffer Publishing, 2006, pp. 3-21.
Kolich, Eileen M. The Effects of Computer-Assisted Vocabulary Training on the Vocabulary Achievement of Secondary School Students. doctoral dissertation. Pennsylvania: Pennsylvania State University, 1985.
Vandergrift, Larry. "Facilitating second language listening comprehension: acquiring successful strategies." ELT Journal 53.3 ,1999, pp. 168-176.
Goh, Christine. "Exploring listening comprehension tactics and their interaction patterns." System 30.2 , 2002, pp. 185-206
Vandergrift, Larry, et al. "The Metacognitive Awareness Listening Questionnaire: Development and Validation." Language Learning 56.3 , 2006, pp.431-432.
Rahimi, Mehrak and Maral Katal. "Metacognitive listening strategies awareness in learning English as a foreign language: a comparison between university and high-school students." Procedia - Social and Behavioral Sciences 31, 2012, pp. 82-89.
Hatch, Evelyn Marcussen. Pyscholinguistics: A Second Language Perspective. Rowley, MA: Newbury House, 1983.
Chang, Anna Ching Shyang and John Read. "The Effects of Listening Support on the Listening Performance of EFL Learners." 40.2, 2006, pp. 375-397.
Chang, Anna Ching Shyang and John Read. "The Effects of Listening Support on the Listening Performance of EFL Learners." 40.2, 2006, pp. 375-397.
Griffiths, Roger. "Speech Rate and Listening Comprehension: Further Evidence of the Relationship." TESOL Quarterly 26.2 ,1991, pp. 385-390.
Zhao, Yong. "The Effects of Listeners' Control of Speech Rate on Second Language Comprehension." Applied Linguistics 18.1 ,1997, pp.49-68.
Mills, Nicole, Carol Herron and Steven P Cole. "Teacher-assisted versus individual viewing of foreign language video: Relation to comprehension, self-efficacy, and engagement." Calico Journal ,2004, pp.291-316.
Vanderplank, Robert. "A decade of research on language laboratories, television and video in language learning." Language Teaching 43.1 , 2010, pp. 1-37.
Vandergrift, Larry and Christine Goh. Teaching and Learning Second Language Listening. New York: Routledge, 2012.
Wenden, Anita L. "Metacognitive Knowledge and Language Learning1." Applied Linguistics 19.4 , 1998, pp. 515–537.
Buck, Gary. Assessing Listening. Cambridge: Cambridge University Press, 2001.
Goh, Christine. "Listening as process: Learning activities for self-appraisal and self-regulation." Harwood, N. English language teaching materials: Theory and practice. Cambridge: Cambridge University Press, 2010.
Goh, Christine and Taib, Yusnita. "Metacognitive instruction in listening for young learners." ELT Journal 60.3 , 2006, pp. 222–232.
Vandergrift, Larry and Marzieh H. Tafaghodtari. "Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study." Language Learning 60.2 , 2010, pp. 470-497.
Vandergrift, Larry. "Learning to listen or listening to learn?" Annual Review of Applied Linguistics 24 (2004): 3-25.
Tisma, Jerotijevic. "Improving listening comprehension skills relying on metacognitive strategies- focus on vocabulary and specific L2 instruction." Language learning 48.2 , 2016, pp. 301-320.
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 6th Edition. Michigan: Pearson, 2011.
Cambridge English.Cambridge English Preliminary – Preliminary English Test 8. Cambridge University Press, 2014.
Ur, Penny. A course in English language teaching. Cambridge: Cambridge University Press, 2012.
Rost, Michael. Teaching and Researching Listening . London: Longman, 2002.
Cook, Vivian James. "Evidence for Multicompetence." Language Learning 42.4 , 1992, pp. 557-591.
Gilakjani, Abbas Pourhossein and Mohammad Reza Ahmadi. "A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement." Language Teaching and Research 2.5 , 2011, pp. 977-988.
Sparks, Richard and Leonore Ganschow. "Aptitude for learning a foreign language." Annual Review of Applied Linguistics 21 , 2001, pp. 90 -111..
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Lu Dinh Bao
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
