The Role of Metacognitive Instruction through Pedagogical Cycle on Metacognitive Awareness of EFL Learners: Gender Difference Focus

Bozorgian, Hossein; Padiav, Bita

Authors

hossein bozorgian ¹
Bita Padiav ²

¹ Assistant professor, University of Mazandaran

² MA in TEFL, University of Mazandaran

Abstract

Listening comprehension has always been a challenge for English as Second/Foreign Language (ESL/EFL) learners, in general. Therefore, the purpose of this study is particularly to investigate the role of metacognitive instruction through pedagogical cycle on the metacognitive awareness of EFL learners across genders. The participants in this study were 83 Iranian intermediate learners in four groups (two male and two female groups) chosen randomly out of 97 available EFL learners, ranging from 20 to 29 years old. The learners in the experimental groups (N = 60) were trained based on metacognitive instruction through pedagogical cycle for ten weeks over a semester, and participated in EFL listening tasks. However, the learners in the control groups (N = 23) underwent conventional instruction of listening strategies. All four groups were taught by the same teacher and listened to the same materials. The Metacognitive Awareness of Listening Question (MALQ) was used to collect data and to track changes in metacognitive awareness of learners across the genders before and after the intervention. The finding indicates that the experimental group outweighed the control group in terms of metacognitive awareness, but gender did not have any effect on metacognitive awareness of learners.

Keywords

References

Berner, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533.

Bozorgian, H., & Pillay, H. (2013). Enhancing foreign language learning through listening strategies delivered in L1: An experimental study. International Journal of Instruction, 6(1), 105-122.

Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Journal of Listening, 28(3), 149-161.

Hossein, B. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161.

Cross, J. (2010). Raising L2 listeners' metacognitive awareness: A socio-cultural theory perspective. Language Awareness, 19(4), 281-297.

Dekeyser, R. (2007). Introduction: situating the concept of practice. In R. DeKeyser (Ed.), Practice in a second language (pp. 1-18). Cambridge: Cambridge University Press.

Fahim, M., & Fakhri, E. A. (2014). Exploring the effect of the model of metacognitive instruction on the listening performance of EFL learners. International Journal of Research Studies in Language Learning, 3(6), 3-20.

Flavel, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34,906-911.

Goh, C. (2002). Teaching listening in the language classroom. Singapore: SEAMEO Regional Language Centre.

Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213.

Goh, C., & Hu. G. (2013). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 3, 1-20.

Graham, S. (2006). Listening comprehension: The learners' perspective. System, 34, 165-182.

Lynch, T. (1988). Theoretical perspectives on listening. Annual Review of Applied Linguistics, 18, 3-19.

Mendelsohn, D. (2001). Listening comprehension: We’ve come a long way, but… Contact, 27, 33-40.

O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L., Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3), 197-216.

Oxford, R., & Green, J.M. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.

Palmer, D.J., & Goetz, E.T. (1988). Selection and use of study strategies: The role of the studier’s beliefs about self and strategies. In C. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strtagies (pp. 41-61). San Deigo: Academic Press.

Platsidou, M., & Sipitanon, A. (in press). Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents.International Journal of Research Studies in Language Learning, 4(1), 83-96.

Rahimirad, M. (2014). A comparative study of the effect of translation and lexical elaboration on reading comprehension of Iranian EFL learners. Global Journal of Foreign Language Teaching, 4(1), 29-41

Tabeei, S., Tabrizi, A. R., & Ahmadi, G. (2013). The effect of metacognitive strategies instruction of Iranian EFL learners: Focusing on gender. International Journal of Language Learning and Applied Linguistics World, 4(4), 13-29.

Vandergrift, L. (2004). Successful and less successful listeners in French: What are the strategy differences? The French review, 71(3), 370-394.

Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodatari, M. H. (2006). The metacognitive awareness listening questionnaire (MALQ): Development and validation. Language Learning, 56(3), 431-462.

Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review, 58, 555-575.

Vandergrift, L. (2007). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463-496.

Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497.

Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Rutledge.

Journal of Modern Research in English Language Studies

The Role of Metacognitive Instruction through Pedagogical Cycle on Metacognitive Awareness of EFL Learners: Gender Difference Focus

References

References

Volume 2, Issue 2 - Serial Number 2
March 2015
Pages 99-117

The Role of Metacognitive Instruction through Pedagogical Cycle on Metacognitive Awareness of EFL Learners: Gender Difference Focus

References

References

Volume 2, Issue 2 - Serial Number 2March 2015Pages 99-117

Volume 2, Issue 2 - Serial Number 2
March 2015
Pages 99-117