Dialogic interaction and dynamic systems theory in listening comprehension: A case study of metacognitive interventions

Abstract

The present paper explored the developmental trajectories related to an EFL learner's metacognitive strategy use as well as listening comprehension from a dynamic systems theory perspective. The general purpose of the study was to investigate how the EFL learner's listening comprehension evolves as a result of interacting with metacognitive strategies. To this end, an intermediate 15-year-old Iranian EFL learner's metacognitive strategy use and listening comprehension were traced and studied every three weeks during a 35-week span. The data was analyzed using the dynamic systems techniques including the moving min-max graph, moving window correlation, and Loess smoothing. Complementary data were collected using diaries and a MALQ questionnaire. Results were indicative of a non-linear developmental pattern in the learner's metacognitive strategy use and listening comprehension. The developmental patterns and dynamic correlation may add to our understanding of the interaction between the metacognitive strategy use and listening comprehension in a dynamic system. Our findings might possess implications at the level of theory construction and inform pedagogical practice concerning the development of the metacognitive strategy use and listening comprehension in EFL/ESL contexts. Findings could be applied to textbooks by including a dynamic perspective in listening strategy instruction and assessing the listening performance to cater to the learners' developmental learning needs.