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Writing Listening Logs and Its Effect on Improving L2 Students’ Metacognitive Awareness and Listening Proficiency

차경환|이유진
한국콘텐츠학회 (The Korea Contents Association)|2020.12|International Journal of Contents|제16권 제4호|pp. 50-67|DOI https://doi.org/10.5392/IJoC.2020.16.4.050

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참고문헌

키워드

metacognitionMetacognitive awarenesslistening strategieslistening proficiencylearning journallistening log
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초록

This study investigated whether writing weekly listening logs could influence college English learners’ metacognitive awareness and listening proficiency. In addition, the Metacognitive Awareness Listening Questionnaire (MALQ) was applied to examine the learners’ knowledge of their listening process. It is process-oriented research conducted by analyzing the MALQ and students’ listening logs as to how their metacognitive awareness and listening proficiency have changed during the semester. Eighty-nine students who took an English listening practice course at a university participated in this study. The research findings are as follows. First, it turned out that there was a significant relationship between EFL university students’ listening comprehension and some subscales of metacognitive awareness. Second, the students had an opportunity to reflect on learning through regular listening activities, and weekly listening logs, which included important information about listening process and practice. Third, as the students' listening proficiency increased at the end of the semester, it was found that introducing listening logs along with classroom lessons helped the students improve their listening ability. Finally, the high proficiency group students used multiple strategies simultaneously, regardless of the type of listening strategies, while the low proficiency group students used one or two limited listening strategies. However, the low proficiency group students may have had trouble expressing their ideas in English or recognizing the listening strategies they used, not because they did not use a lot of listening strategies. Therefore, teachers should regularly check if students are following their instructions and help them use appropriate strategies for better understanding.

Abstract

This study investigated whether writing weekly listening logs could influence college English learners’ metacognitive awareness and listening proficiency. In addition, the Metacognitive Awareness Listening Questionnaire (MALQ) was applied to examine the learners’ knowledge of their listening process. It is process-oriented research conducted by analyzing the MALQ and students’ listening logs as to how their metacognitive awareness and listening proficiency have changed during the semester. Eighty-nine students who took an English listening practice course at a university participated in this study. The research findings are as follows. First, it turned out that there was a significant relationship between EFL university students’ listening comprehension and some subscales of metacognitive awareness. Second, the students had an opportunity to reflect on learning through regular listening activities, and weekly listening logs, which included important information about listening process and practice. Third, as the students' listening proficiency increased at the end of the semester, it was found that introducing listening logs along with classroom lessons helped the students improve their listening ability. Finally, the high proficiency group students used multiple strategies simultaneously, regardless of the type of listening strategies, while the low proficiency group students used one or two limited listening strategies. However, the low proficiency group students may have had trouble expressing their ideas in English or recognizing the listening strategies they used, not because they did not use a lot of listening strategies. Therefore, teachers should regularly check if students are following their instructions and help them use appropriate strategies for better understanding.

참고문헌 (43)

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관련 논문AI추천

Metacognitive Strategy Instruction in L2 Listening Development for EFL College Students조영아대한영어영문학회 · 영어영문학연구2017 · 제43권 제3호The Relationship between L2 Listeners’ Metacognitive Awareness of Listening Comprehension and Performance이진영외국어교육연구소 · 외국어교육연구2024 · 제38권 제2호Investigating the Effects of Metacognitive Instruction in Listening for EFL LearnersAyako Kobayashi아시아테플 · Journal of Asia TEFL2018 · 제15권 제2호The Investigation of the Relationship between L2 Listeners’ Task Dependent Metacognitive Awareness and L2 Listening Comprehension이진영외국어교육연구소 · 외국어교육연구2019 · 제33권 제3호The Impact of Metacognitive Instruction in Blended Learning on L2 Listeners’ Metacognitive Awareness and Comprehension이진영한국멀티미디어언어교육학회 · 멀티미디어 언어교육2015 · 제18권 제4호Enhancing L2 Listening Proficiency and Metacognitive Awareness Through Self-Annotation in High School EFL정혜영한국영어교육학회 · 영어교육2024 · 제79권 제3호

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