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The effect of metacognitive instruction through pedagogical cycle on listening comprehension and metacognitive awareness of EFL learners: Gender difference focus

Name: The effect of metacognitive instruction through pedagogical cycle on listening comprehension and metacognitive awareness of EFL learners: Gender difference focus
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تعداد130صفحه در فایل word

The effect of metacognitive instruction through pedagogical cycle on listening comprehension and metacognitive awareness of EFL learners: Gender difference focus

Thesis submitted to the Department of English Language and Literaturein Partial Fulfillment

Listening comprehension has always been a challenge for English as Second/Foreign Language (ESL/EFL) learners in general. Therefore, the purpose of this thesis is particularly to investigate the role of metacognitive instruction through pedagogical cycle on the listening comprehensionand metacognitive awareness of EFL learners across genders. The participants are 83 intermediate, Iranian, EFL learners in four groups (two male and two female groups) chosen randomly out of 97 available EFL learners, ranging from 20 to 29 years of age. The participants in the control groups were undergone through traditional instruction of listening strategies. However, the participants in the experimental groups were trained based on Metacognitive Pedagogical Cycle for ten weeks, and are participated in EFL listening tasks through peer interaction. All four groups were taught by the same teacher and listened to the same materials. A test of listening comprehension was used to collect data and to track changes in listening comprehension of learners before and after the intervention. Along with the listening test, the MALQ questionnaire was administered before and after the intervention to assess learners’ metacognitive awareness across the genders.The finding indicates that metacognitive instruction leads to improvement in the overall listening performance of the learners in experimental groups. The obtained mean scores and standard deviations for the learners in the experimental group increased from (M=50.59, SD= 7.69), in pre- test to (M= 70.09, SD= 9.96) in post- test. A comparison of pre and post-test scores obtained from MALQ questionnaire also revealed that metacognitive instruction raised the learners’ metacognitive awareness from (M= 36.79, SD= 9.51) in pre- testto (M= 42.07, SD=10.50) in post- test; and helped them improve their listening comprehension ability. Moreover, considering the mixed effect of metacognitive instruction through pedagogical cycle and gender on metacognitive awareness, it seems that the intervention applied in this thesis has similar effects on both male and female participants.

Key words: Listening comprehension, Metacognitive instruction, Metacognitive awareness and pedagogical cycle.

دسته: زبان خارجه, زبان خارجه برچسب: Key words: Listening comprehension, Metacognitive awareness and pedagogical cycle., Metacognitive instruction

توضیحات

Title ………………………………………………………………………………. Page

Dedication…………………………………………………………………………… I

IIAcknowledgments ……………………………………………………………..…….. Abstract ………………………………………………………………………………………………….…… III

VIIIList of Tables ……………..………………………………………………………..

IX ……………………………………………………………………………………….List ofAbbreviation

CHAPTER 1: INTRODUCTION

1.1. Overview……………..……………………………………………………….…….2

1.1.1. Socio-Cultural Theory of Language Learning…………………….3

1.1.2. Metacognition and Metacognitive Instruction……………………..5

1.1.3. Principles of Metacognitive Instruction………………….………..7

1.1.4. Metacognitive Awareness………………………………………….8

1.2. Statement of the Problem……………………………………………………….8

1.3. Significance of the Thesis……………………………………………………….9

1.4. Purpose of the Thesis…………………………………………………………10

1.5. Research Questions……………………………………………………………11

1.6. Research Hypotheses……………………………………………….…………11

1.7. Definition of the key Terms ………………………………………………….12

1.8. Limitations of the Thesis………………………………………….………….13

1.9. Organization of the Thesis……………………………………………………14

CHAPTER 2: REVIEW OF THE RELATED LITERATURE

2.1. Overview…………………………………………………………………………17

2.2. The Importance of Listening Comprehension……………………………..…….17

2.3. Listening Processes…………………………………………………..………….19

2.3.1. Bottom-up Processing………………………………………………….20

2.3.2. Top-down Processing…………………………………………………..20

2.4. Problems in Learning to Listen………………………………………………….21

2.5. Listening Comprehension Strategies…………………………………………….23

2.5.1. Cognitive Strategies……………………………………………………25

2.5.2. Metacognitive Strategies……………………………………………….25

2.5.3. Socio-affective Strategies……………………………………….……..27

2.5.4. Previous L2 Listening Strategy Research………………………………27

2.6. The Framework of the Thesis: Socio- cultural Theory ………………………….29

2.7. Strategy Instruction Models…………………………………………………..…31

2.7.1. Information processing Model ………………………………………..32

2.7.2. Oxford’s Model………………………………………………………..33

2.7.3. Style and Strategies-Based Model ……………………………………34

2.7.4. Cognitive Academic Language Learning Approach…………………..36

2.7.5. Vandergrift’s and Goh’s Model……………………………….……….38

2.8. Metacognitive Instruction through Pedagogical cycle…………………………..40

2.9. Assessment of Listening Strategy Use…………………………………………..45

2.9.1. Interview…………………………………………………….…..…….46

2.9.2. Think-Aloud Protocols…………………………………………….…..46

2.9.3. Questionnaire …………………………………………………………47

2.9.4. Diaries and Journals…………………………………………….……..49

2.10. Language Learning Strategy Research ……………………………………..…49

2.11. Metacognition and Listening Comprehension……………………..……..…….58

2.12. Summary…………………………………………………………………………62

CHAPTER 3: METHODOLOGY

3.1. Overview………………………………………………………….……………..64

3.2. Research Design…………………………………………………………………64

3.3. Participants……………………………………………………………………….65

3.4. Instruments………………………………………………………………………….65

3.4.1. Metacognitive Awareness Listening Questionnaire (MALQ)….…..…65

3.4.2. Listening Comprehension Test …………………………………………66

3.5. Research Questions………………………………………………………..…….67

3.6. Intervention……………………………………………………………………….….68

3.6.1. Experimental Group……………………………………………………68

3.6.2. Control Group………………………………………………….………74

3.7. Data Analysis………………………………………………………..………… 74

CHAPTER 4: DATA ANALYSIS

4.1. Overview………………………………………………………..……………….78

4.2. Analysis of the First Research Question…………………………………………78

4.3. Analysis of Second Research Question………………………………………….80

4.4. Analysis of Third Research Question……………………………………………..82

4.5. Descriptive Analysis of the Data……………….………………………………..83

4.6. Discussion…………………………………………………………………….…89

4.7. Summary……………………………………………………………..………….93

CHAPTER 5: CONCLUSION, IMPLICATIONS FOR FURTHER RESEARCH

5.1. Overview……………………….…………………………………………..……..95

5.2. Restatement of Research Questions and Hypotheses…………………………….95

5.2.1. The effect of metacognitive instruction

throughpedagogical cycle on listening comprehension………………………………95

5.2.2. The effect of metacognitive instruction

through pedagogical cycle on metacognitive awareness ………………………..…….96

5.2.3. Considering Gender Effect on EFL Learners’

Metacognitive Awareness..…………………………………………………………..98

5.3. Implications of the thesis……………………………………………………..….99

5.4. Implications for Further Research………………………………………………100

REFERENCES………………………………………………………….…..……..…102

APPENDIX……………………………………………………………………..……116

List of Tables

Table ………………………………………………………………………………Page

Table 3.1: The metacognitive strategy instruction through pedagogical cycle………..……..69

Table 3.2: An example lesson plan for instruction of listening metacognitive strategy …….70

Table 3.3: The results of the test of normality of the obtained data….…….…..……………..73

Table 4.1: Descriptive Information of Standard Listening Test-

Data in the Pre and Post- test ………………………………………………………….….….79

Table 4.2: The Pre and Post MALQ Overall T-test and Five-Factor Performance…….….…81

Table 4.3: The Pre and Post MALQ Administration Considering-

Gender Difference and the Results Obtained From Two-Way ANOVA.……………..….….84

List of abbreviations

EFL…………………………………………………….English as a Foreign Language

ESL……………………………………………………..English as a Second Language

ELT ……………………………………………………….English Language Teaching

SCT……………………………………………………………..Socio-Cultural Theory

ZPD ……………………………………………………Zone of Proximal Development

MALQ…………………………….Metacognitive Awareness Listening Questionnaire

IELTS ………………………………..International English Language Testing System

TOEFL …………………………………………Test of English as a Foreign Language

SSBI …………………………………………..Styles and Strategies-Based Instruction

CALLA …………………………..Cognitive Academic Language Learning Approach

SILL……………………………………….Strategy Inventory for Language Learning

L2…………………………………………………………………… Second Language

LC ……………………………………………………………Listening Comprehension

The effect of metacognitive instruction through pedagogical cycle on listening comprehension and metacognitive awareness of EFL learners: Gender difference focus

تعداد130صفحه در فایل word

The effect of metacognitive instruction through pedagogical cycle on listening comprehension and metacognitive awareness of EFL learners: Gender difference focus

Thesis submitted to the Department of English Language and Literaturein Partial Fulfillment

Key words: Listening comprehension, Metacognitive instruction, Metacognitive awareness and pedagogical cycle.

TABLE OF CONTENTS

Title ………………………………………………………………………………. Page

Dedication…………………………………………………………………………… I

IIAcknowledgments ……………………………………………………………..…….. Abstract ………………………………………………………………………………………………….…… III

VIIIList of Tables ……………..………………………………………………………..

IX ……………………………………………………………………………………….List ofAbbreviation

CHAPTER 1: INTRODUCTION

1.1. Overview……………..……………………………………………………….…….2

1.1.1. Socio-Cultural Theory of Language Learning…………………….3

1.1.2. Metacognition and Metacognitive Instruction……………………..5

1.1.3. Principles of Metacognitive Instruction………………….………..7

1.1.4. Metacognitive Awareness………………………………………….8

1.2. Statement of the Problem……………………………………………………….8

1.3. Significance of the Thesis……………………………………………………….9

1.4. Purpose of the Thesis…………………………………………………………10

1.5. Research Questions……………………………………………………………11

1.6. Research Hypotheses……………………………………………….…………11

1.7. Definition of the key Terms ………………………………………………….12

1.8. Limitations of the Thesis………………………………………….………….13

1.9. Organization of the Thesis……………………………………………………14

CHAPTER 2: REVIEW OF THE RELATED LITERATURE

2.1. Overview…………………………………………………………………………17

2.2. The Importance of Listening Comprehension……………………………..…….17

2.3. Listening Processes…………………………………………………..………….19

2.3.1. Bottom-up Processing………………………………………………….20

2.3.2. Top-down Processing…………………………………………………..20

2.4. Problems in Learning to Listen………………………………………………….21

2.5. Listening Comprehension Strategies…………………………………………….23

2.5.1. Cognitive Strategies……………………………………………………25

2.5.2. Metacognitive Strategies……………………………………………….25

2.5.3. Socio-affective Strategies……………………………………….……..27

2.5.4. Previous L2 Listening Strategy Research………………………………27

2.6. The Framework of the Thesis: Socio- cultural Theory ………………………….29

2.7. Strategy Instruction Models…………………………………………………..…31

2.7.1. Information processing Model ………………………………………..32

2.7.2. Oxford’s Model………………………………………………………..33

2.7.3. Style and Strategies-Based Model ……………………………………34

2.7.4. Cognitive Academic Language Learning Approach…………………..36

2.7.5. Vandergrift’s and Goh’s Model……………………………….……….38

2.8. Metacognitive Instruction through Pedagogical cycle…………………………..40

2.9. Assessment of Listening Strategy Use…………………………………………..45

2.9.1. Interview…………………………………………………….…..…….46

2.9.2. Think-Aloud Protocols…………………………………………….…..46

2.9.3. Questionnaire …………………………………………………………47

2.9.4. Diaries and Journals…………………………………………….……..49

2.10. Language Learning Strategy Research ……………………………………..…49

2.11. Metacognition and Listening Comprehension……………………..……..…….58

2.12. Summary…………………………………………………………………………62

CHAPTER 3: METHODOLOGY

3.1. Overview………………………………………………………….……………..64

3.2. Research Design…………………………………………………………………64

3.3. Participants……………………………………………………………………….65

3.4. Instruments………………………………………………………………………….65

3.4.1. Metacognitive Awareness Listening Questionnaire (MALQ)….…..…65

3.4.2. Listening Comprehension Test …………………………………………66

3.5. Research Questions………………………………………………………..…….67

3.6. Intervention……………………………………………………………………….….68

3.6.1. Experimental Group……………………………………………………68

3.6.2. Control Group………………………………………………….………74

3.7. Data Analysis………………………………………………………..………… 74

CHAPTER 4: DATA ANALYSIS

4.1. Overview………………………………………………………..……………….78

4.2. Analysis of the First Research Question…………………………………………78

4.3. Analysis of Second Research Question………………………………………….80

4.4. Analysis of Third Research Question……………………………………………..82

4.5. Descriptive Analysis of the Data……………….………………………………..83

4.6. Discussion…………………………………………………………………….…89

4.7. Summary……………………………………………………………..………….93

CHAPTER 5: CONCLUSION, IMPLICATIONS FOR FURTHER RESEARCH

5.1. Overview……………………….…………………………………………..……..95

5.2. Restatement of Research Questions and Hypotheses…………………………….95

5.2.1. The effect of metacognitive instruction

throughpedagogical cycle on listening comprehension………………………………95

5.2.2. The effect of metacognitive instruction

through pedagogical cycle on metacognitive awareness ………………………..…….96