Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

Hossein Bozorgian,Ebrahim Fakhri Alamdari

doi:10.1155/2013/457250

Abstract

A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL) teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation) for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

Highlights

The purpose of this study is as to whether metacognitive instruction through a pedagogical cycle shifts highintermediate students’ learning and a teacher’s teaching focus on listening input
While considering the quality of metacognitive instruction in listening and shifting premises to improve listening outcome, this study has focused on whether metacognitive instruction through a pedagogical cycle shifts High-intermediate students’ learning and a teacher’s teaching focus on listening input
This study examined whether metacognitive instruction through pedagogical cycle shifts high-intermediate students’ learning and a teacher’s teaching focus on listening input

Summary

Introduction

The purpose of this study is as to whether metacognitive instruction through a pedagogical cycle shifts highintermediate students’ learning and a teacher’s teaching focus on listening input. One way teachers might embrace a shift is to raise teaching issues This issue might be as general as their impression of their current approach used in their classroom or as specific as strategies they use in the classroom to tackle learning/teaching problems. This raising issue in teaching helps teachers to ask whether their teaching approach is effective or there is an alternative approach to be applied in the classroom. Most of the shifts have been related to the way students and teachers use listening input in the classroom, there are some metacognitive strategies increasing listening outcomes in the classroom

Objectives

Methods

Findings

Conclusion