Implementing the Metacognitive Pedagogical Cycle: Effects on EFL Learners’ Listening Achievement, Metacognitive Awareness, Listening Self-Efficacy, and Listening Challenges
DOI:
https://doi.org/10.17507/jltr.1603.23Keywords:
metacognitive strategies, listening comprehension, EFL listening skills, self-efficacyAbstract
Learners of English as a foreign language (EFL) typically struggle with listening skills. This study investigates the effectiveness of metacognitive instruction through the pedagogical cycle approach in terms of listening achievement, metacognitive awareness, and listening self-efficacy of Saudi female EFL learners. It also identifies the listening challenges they face. The study employed a mixed-methods approach. The sample comprises 100 Saudi female EFL students: 51 in the experimental group and 49 in the control group. The experimental group received metacognitive instruction for 10 weeks over a semester through a pedagogical cycle. The quantitative data were collected from a listening test used as a pre- and posttest. Questionnaires about metacognitive awareness of strategy use and listening self-efficacy were also used to detect changes in metacognitive awareness and self-efficacy among learners before and after the intervention. The qualitative data were collected from interviews with eight participants. The results showed that the EFL learners improved their listening achievement and increased metacognitive awareness, such as directed attention, planning, and evaluation. Mental translation and person knowledge remained relatively unaffected. Furthermore, an insignificant effect was found on learners’ listening self-efficacy. The qualitative data revealed six challenges faced by EFL learners: the speaker’s speed and accent, unfamiliar vocabulary, long or boring listening materials, lack of concentration, and poor-quality recordings. The study suggests that EFL instructors should prioritize the implementation of metacognitive approaches to improve learners’ listening performance and engagement. It also emphasizes the importance of vocabulary knowledge and recommends improving the EFL listening materials.
References
Al-Khresheh, M. H., & Alruwaili, S. F. (2023). Metacognition in listening comprehension: Analyzing strategies and gender differences among Saudi EFL university students. Cogent Social Sciences, 10(1), 2291954. https://doi.org/10.1080/23311886.2023.2291954
Altuwairesh, N. (2013). Expertise in L2 listening: Metacognitive instruction and deliberate practice in a Saudi university context [Doctoral dissertation, University of Leeds]. Retrieved on December 10, 2024, from https://etheses.whiterose.ac.uk/
Altuwairesh, N. (2016). EFL Saudi undergraduate students' use of metacognitive listening strategies. Arab World English Journal (AWEJ), 7(1), 78-93. http://dx.doi.org/10.2139/ssrn.2803998
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, EDO. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved on December 10, 2024, from https://files.eric.ed.gov/fulltext/ED463659.pdf
Ani, P. N. (2018). Listening challenges faced by EFL students in academic listening classes (Doctoral dissertation, Program Studi Pendidikan Bahasa Inggris FBS-UKSW). Retrieved on December 10, 2024, from https://repository.uksw.edu//handle/123456789/16689
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bingol, M. & Celik, B. & Yildiz, N. & Mart, C. (2014). Listening comprehension difficulties encountered by students in second language learning class. Journal of Education and Instructional Studies, 4(4), 1-6. Retrieved on December 10, 2024, from https://arastirmax.com/tr/system/files/dergiler/116392/makaleler/4/4/arastirmax-listening-comprehension-difficulties-encountered-students-second-language-learning-class.pdf
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161. https://doi.org/10.1080/10904018.2013.861303
Bozorgian, H., Yaqubi, B., & Muhammadpour, M. (2022). Metacognitive intervention and awareness: Listeners with low working memory capacity. International Journal of Listening, 36(3), 221–234. https://doi.org/10.1080/10904018.2020.1857764
Carrier, K. A. (2003). Improving high school English language learners’ second language listening through strategy instruction. Bilingual Research Journal, 27(3), 383–408. https://doi.org/10.1080/15235882.2003.10162600
Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26. Retrieved on December 10, 2024, from https://e-flt.nus.edu.sg/wp-content/uploads/2020/09/v1n12004/chamot.pdf
Chu, L. & Arumugam, N. & Huang, Z. (2024). Implementing the metacognitive pedagogical cycle: Effects on listening performance and learners’ perceptions. International Journal of Religion, 5(11), 2474-2483. https://doi.org/10.61707/mqepva97
Conner, L. N. (2006). Cueing metacognition to improve researching and essay writing. Research in Science Education, 37(1), 72-78. https://doi.org/10.1007/s11165-004-3952-x
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Flowerdew, J., & Miller, L. (1996). Lecturer perceptions, problems and strategies in second language lectures. RELC Journal, 27(1), 23-46. Retrieved on December 10, 2024, from https://doi.org/10.1177/003368829602700102
Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213. https://doi.org/10.1177/0033688208092184
Goh, C. C., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.4324/9780429287749
Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113-117. https://doi.org/10.1016/j.jeap.2011.04.001
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower‐intermediate learners of French. Language Learning, 58(4), 747-783. https://doi.org/10.1111/j.1467-9922.2008.00478.x
Habte-Gabr, E. (2006). The importance of socio-affective strategies in using EFL for teaching mainstream subjects. The Journal of Humanizing Language Teaching, 8(5), 1-5. Retrieved on December 10, 2024, from http://www.hltmag.co.uk/sep06/sart02.htm#C1
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Routledge.
Hamouda, A. (2015). An investigation of listening comprehension problems encountered by Saudi students in the EFL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 34-35. Retrieved on December 10, 2024, from https://pdfs.semanticscholar.org/b811/984d6e30068a62a970b1f75b2e701e0b159e.pdf
Ikhsan, E. M., & Ismail, S. (2022). An analysis on students’ listening comprehension problems at the third semester English language education of universitas Islam riau. Discovery Journal, 1(1), 67-78. Retrieved on December 10, 2024, from https://journal.uir.ac.id/index.php/DSC/article/view/9101
Milliner, B., & Dimoski, B. (2024). The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy. Language Teaching Research, 28(2), 679-713. https://doi.org/10.1177/13621688211004646
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
Robillos, R. J. (2019). Crossing metacognitive strategy instruction in an EFL classroom: Its impact to Thai learners' listening comprehension skill and metacognitive awareness. Asian EFL Journal, 21(2), 311-336. Retrieved on December 10, 2024, from https://www.researchgate.net/publication/332264613_Crossing_metacognitive_strategy_instruction_in_an_EFL_classroom_Its_impact_to_Thai_learners'_listening_comprehension_skill_and_metacognitive_awareness
O'Malley, J. M. & A. U. Chamot. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (2011). Strategies for learning a second or foreign language. Language teaching, 44(2), 167-180. https://doi.org/10.1017/S0261444810000492
Rahimirad, M., & Zare-ee, A. (2015). Metacognitive strategy instruction as a means to improve listening self-efficacy among Iranian undergraduate learners of English. International Journal of Instruction, 8(1), 117-132. Retrieved on December 10, 2024, from https://files.eric.ed.gov/fulltext/EJ1085296.pdf
Rahimirad, M., & Moini, M. R. (2015). The challenges of listening to academic lectures for EAP learners and the impact of metacognition on academic lecture listening comprehension. Sage Open, 5(2), 2158244015590609. https://doi.org/10.1177/2158244015590609
Robillos, R. J. (2020). Instruction of metacognitive strategies: Its role on EFL learners’ listening achievement and awareness of their metacognitive listening strategies and self-regulation. Asian EFL Journal, 27(3.2), 442-452. Retrieved on December 10, 2024, from https://www.researchgate.net/publication/343850113_Instruction_of_metacognitive_strategies_Its_role_on_EFL_learners'_listening_achievement_and_awareness_of_their_metacognitive_listening_strategies_and_self-regulation_of_learning
Robillos, R. J., & Bustos, I. G. (2022). Learners’ listening skill and metacognitive awareness through metacognitive strategy instruction with pedagogical cycle. International Journal of Instruction, 15(3), 393–412. Retrieved on December 10, 2024, from https://e-iji.net/ats/index.php/pub/article/view/327
Rost, M. (2013). Teaching and researching: Listening. Routledge. Retrieved on December 10, 2024, from https://doi.org/10.4324/9781315833705
Scovell, D., Pastellas, V., & Knobel, M. (2004). 404 essential tests for IELTS: Non-academic module. Adams & Austen Press. Retrieved on December 10, 2024, http://www.biomedicahelp.altervista.org/English/Essential_tests_for_IeltsAcademica.pdf
Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111. https://doi.org/10.1017/S026719050100006X
Underwood, M. (1989). Teaching listening. New York: Longman.
Vandergrift, L. (2002). 'It was nice to see that our predictions were right': Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58(4), 555-575. https://doi.org/10.3138/cmlr.58.4.5
Vandergrift, L. (2003b). From prediction through reflection: Guiding students: Through the process of L2 listening. Canadian Modern Language Review, 59(3), 425-440. http://dx.doi.org/10.3138/cmlr.59.3.425
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89. https://doi.org/10.1093/applin/amh039
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
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. https://doi.org/10.1111/j.1467-9922.2009.00559.x
White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118. https://doi.org/10.1207/s1532690xci1601_2
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254-262. http://dx.doi.org/10.4304/tpls.3.2.254-262
