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Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.19 No.2 (2022.06)바로가기
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- 페이지
- pp.508-524
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A416052
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5,100원
원문정보
초록
- 영어
- This study investigated whether metacognitive instruction affected, first, Iranian EFL learners’ listening comprehension and, second, skilled vs. less-skilled listeners’ comprehension. Fifty nine upper-intermediate level learners were selected from two intact classes to participate in 16 sessions. The classes were randomly assigned to the experimental and the control groups. Participants in the experimental group were further divided into skilled and less-skilled listeners based on their listening pretest scores. The treatment in the experimental group centered on practicing integrated experiential listening activities while the control group practiced the product approach. All the participants took listening comprehension tests as a pretest, immediate posttest, and delayed posttest. Results showed significant differences between the experimental and the control groups at immediate and delayed posttests, and a significant progress in the experimental group’s performance over time. Comparing the skilled and less-skilled listeners’ performance showed a significant difference at the pretest. Track of changes indicated significant improvements in the less-skilled listeners over time, while the skilled listeners’ performance only improved significantly from pretest to immediate posttest. The findings expanded on the previous findings that metacognitive listening instruction is an invaluable approach to fostering listening comprehension. Additionally, it presented important implications to be considered in listening classrooms.
목차
Abstract
Introduction
Literature Review
Metacognition and Metacognitive Instruction
Integrated Experiential Listening Activities
The Implementation of Metacognitive Approaches in Listening Classes
Methodology
Participants
Instruments
Procedure
Data Analyses
Results
Discussions
Conclusions and Implications
The Authors
References
Appendix
키워드
metacognitive instruction integrated experiential listening activities skilled listener less-skilled listener listening comprehension저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.19 No.2
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