Fostering Iranian EFL Learners’ Listening Comprehension: Metacognitive Intervention through Integrated Experiential Listening Activities
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This study investigated whether metacognitive instruction affected, first, Iranian EFL learners’ listening comprehension and, second, skilled vs. less-skilled listeners’ comprehension. Fifty nine upper-intermediate level learners were selected from two intact classes to participate in 16 sessions. The classes were randomly assigned to the experimental and the control groups. Participants in the experimental group were further divided into skilled and less-skilled listeners based on their listening pretest scores. The treatment in the experimental group centered on practicing integrated experiential listening activities while the control group practiced the product approach. All the participants took listening comprehension tests as a pretest, immediate posttest, and delayed posttest. Results showed significant differences between the experimental and the control groups at immediate and delayed posttests, and a significant progress in the experimental group’s performance over time. Comparing the skilled and less-skilled listeners’ performance showed a significant difference at the pretest. Track of changes indicated significant improvements in the less-skilled listeners over time, while the skilled listeners’ performance only improved significantly from pretest to immediate posttest. The findings expanded on the previous findings that metacognitive listening instruction is an invaluable approach to fostering listening comprehension. Additionally, it presented important implications to be considered in listening classrooms.
Abstract
This study investigated whether metacognitive instruction affected, first, Iranian EFL learners’ listening comprehension and, second, skilled vs. less-skilled listeners’ comprehension. Fifty nine upper-intermediate level learners were selected from two intact classes to participate in 16 sessions. The classes were randomly assigned to the experimental and the control groups. Participants in the experimental group were further divided into skilled and less-skilled listeners based on their listening pretest scores. The treatment in the experimental group centered on practicing integrated experiential listening activities while the control group practiced the product approach. All the participants took listening comprehension tests as a pretest, immediate posttest, and delayed posttest. Results showed significant differences between the experimental and the control groups at immediate and delayed posttests, and a significant progress in the experimental group’s performance over time. Comparing the skilled and less-skilled listeners’ performance showed a significant difference at the pretest. Track of changes indicated significant improvements in the less-skilled listeners over time, while the skilled listeners’ performance only improved significantly from pretest to immediate posttest. The findings expanded on the previous findings that metacognitive listening instruction is an invaluable approach to fostering listening comprehension. Additionally, it presented important implications to be considered in listening classrooms.
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