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ERIC Number: EJ1200722
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-4018
Co-Shaping Metacognitive Awareness and Developing Listening Comprehension through Process-Based Instruction
Mahdavi, Neda; Miri, Mowla
International Journal of Listening, v33 n1 p53-70 2019
This study examined the effect of metacognitive process-based and product-based instruction on enhancing listening comprehension and metacognitive awareness. Two classes of high-beginner English as a foreign language learners were randomly assigned to two groups: product-based (n = 30) process-based (n = 30). Both before and after eight instructional sessions, listening comprehension and metacognitive awareness were measured. Process-based group, then, followed a pedagogical sequence in each session (Vandergrift, 2004), providing opportunities for dialogue about the listening process and the strategies involved, whereas the product-based group was not engaged in dialogue nor did the group reflect upon listening strategies. Results indicated that the process-based group significantly outperformed the product-based one in terms of gains in listening comprehension and metacognitive awareness. Moreover, the microgenetic analysis of the dialogic interactions of the process-based group presented some evidence showing how the students co-shaped metacognitive awareness. This article concludes with discussing the findings, presenting some pedagogical implications, and sketching out areas for further research.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran