Abstract
This paper reports a study investigating the role of negotiated assessment of metacognitive listening strategies in enhancing listening comprehension. To this aim, 60 Iranian EFL learners at intermediate level of language proficiency were assigned to an experimental (n = 30) and control group (n = 30). An attempt was made by the teacher in experimental group to raise students’ awareness of metacognitive strategies both prior to and after the doing listening comprehension tasks in a time bracket of eight weeks. Nonetheless, the control group followed conventional product-oriented approach to listening instruction; that is, no attempt was made to engage them in metacognitive instruction. Listening comprehension of both groups was assessed by listening section of IELTS at the onset and end of the study. Results of the study revealed that negotiated metacognitive assessment managed to significantly increase gains in listening comprehension. Furthermore, the experimental group significantly outperformed the control group. The results gave more credence to the positive role of process-based approach to teaching listening comprehension. The results are discussed in the light of metacognition and some pedagogical implications are included.
Highlights
Listening comprehension is often considered as the ‘Cinderella skill’ of second language acquisition research (Vandergrift, 1997)
The first question was raised in order to examine whether engaging in negotiated assessment of metacognitive listening strategies would make a difference in gains made in listening comprehension of Iranian EFL learners
For the second question, it came to light that the metacognitive awareness group outperformed the control group which did not receive any specific instruction on listening strategies
Summary
Listening comprehension is often considered as the ‘Cinderella skill’ of second language acquisition research (Vandergrift, 1997). In the same line of inquiry, some studies (e.g., Goh, 1997, 2000, 2002; Vandergrift, 2002, 2003, 2006) have provided compelling evidence in favor of the close relationship between metacognitive awareness of listening strategies and listening comprehension. They indicated that learners possessing higher awareness of metacognitive listening strategies can draw upon a richer repertoire of strategies to deepen and broaden their listening comprehension; further, they can implement a wider range of strategies to resolve their listening comprehension problems
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Applied Linguistics and English Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
