UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| The listening skill has been reported as a neglected skill in the ESL classroom. The lack of attention to this particular skill has been linked to ESL students_ poor performance in authentic communication and examinations. The study reported in this paper examined the effectiveness of explicit instruction on metacognitive strategies in enhancing students_ listening comprehension skills. A quasi-experimental research design which involved pretest-posttest control and experimental groups was used. A semi-structured questionnaire was also distributed to gather information about the students_ perceptions in using metacognitive strategies to monitor their listening comprehension. 90 Upper Sixth Form students in a Malaysian school were selected to participate in this study and they were divided into two experimental groups and one control group. The treatment in the form of explicit instruction and modeling of metacognitive strategies in listening comprehension was given to the experimental groups while the control group was taught using the conventional non-metacognitive product-based method. The pretest and posttest results were analysed using the paired t-test and data from the questionnaire were analysed using frequency counts and thematic coding. The findings showed that there was a significant difference in the scores obtained by students treated with explicit instruction of metacognitive strategies compared to the conventional method. Data from the semi-structured questionnaire displayed students_ positive responses in using metacognitive strategies to monitor their listening comprehension. These findings provide support for the instruction of metacognitive strategies to be included as a beneficial pedagogical method to enhance students_ listening comprehension in the ESL classroom.
Keywords Explicit instruction, metacognitive strategies, listening skill. |
| References |
Abbas, P. G., & Muhammad, R. A. (2011, September). A study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5), 977-988.
Beebee, S. A., Beebee, S. J., & Redmond, M. V. (2011). Interpersonal Communication- Relating to Others. Sixth Edition. New York: Allyn & Bacon.
Carrier, K. A. (Fall 2003). Improving High School English Language Learners’ Second Language Listening Through Strategy Instruction, Bilingual Research Journal, 27(3), 383- 408.
Creswell, J. W. (2008). Education Research. Third Edition. New Jersey: Pearson Education Ltd.
Dean, G. (2004). Improving learning in secondary english. Oxford, UK: David Fulton Publishers.
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
Flavell, J. H. (1976). Metacognitive Aspects of Problem Solving. In L.B. Resnick (ed.), The Nature of Intelligence. Hillsdale, NJ: Erlbaum: pp. 231-235.
Goh, C (1997). How much do learners know about the factors that influence their listening comprehension? Retrieved May 12, 2012, from http://www.academia.Edu /953222/How Much Do Learners Know About the Factors That Influence Their Listening Comprehension.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188-213. doi:10.1177/0033688208092184
Hanapiah, M. F. (n.d.). English language and the language of development: A Malaysian perspective. Jurnal Kemanuasiaan. Retrieved from: wwww.management.utm.my.
Kurita,T. (2012). Issues in second language listening comprehension and the pedagogical implications. Accents Asia 5(1), 30-44.
Lee, S. K. (2004). Exploring the connection between the testing of reading and literacy: The case of the MUET. GEMA Online Journal of Language Studies , 4(1), 1-10.
Malaysian Examination Council (2006). MUET: Regulations, Test Specifications, Test Format and Sample Questions. Retrieved February 16, 2013, from: wwww.mpm.edu.my/.../10156/ c5c332ab -3d97-4959-83c0-09866eea0774.
Majlis Peperiksaan Malaysia. (2009). Laporan peperiksaan STPM dan MUET. Bangi Penerbitan Pelangi Sdn.Bhd. Retrieved February 16, 2013, from: www.mpm.edu.my.
Majlis Peperiksaan Malaysia. (2010). Laporan peperiksaan STPM dan MUET. Bangi: Penerbitan Pelangi Sdn.Bhd. Retrieved February 16, 2013, from: www.mpm.edu.my.
Majlis Peperiksaan Malaysia. (2011). Laporan peperiksaan STPM dan MUET. Bangi: Penerbitan Pelangi Sdn.Bhd. Retrieved February 16, 2013, from: www.mpm.edu.my.
Mohana, N., & Shamara, R. (2012). Teaching MUET, not English: A study of the washback effect of the Malaysian University English Test (MUET). In Zuraidah Mohd Don (ed.), English in multicultural Malaysia: Pedagogy and applied research. Kuala Lumpur: University of Malaya Press: pp. 49-62.
Nunan, D., & Miller, L. (eds.). (1995). New ways in teaching listening. Alexandria, VA: TESOL.
Renandya, W. A., & Farrell, T.S.C. (2011). Teacher, the tape is too fast: Extensive listening in ELT. ELT Journal, 65, 52-59.
Richards, J. C. (2008). Teaching listening and speaking. Cambridge: Cambridge University Press.
Shraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
Vandergrift, L. (2002). It was nice to see our predictions were right – Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58, 555-575.
Vandergrift, L. (2003). From prediction through reflection: Guiding students through the process of L2 listening. The Canadian Modern Language Review, 59(3), 425-440.
Vandergrift, L., Goh, C., Mareschal C., & Tafaghodatari, M. H. (2006). The metacognitive awareness listening questionnaire (MALQ): Development and validation. Language Learning, 56, 431-62.
Vandergrift, L., & Goh, C. (2012) Teaching and learning second language listeningmetacognition in action. New York, Routledge |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |