The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?
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Published:
Nov 17, 2015
Updated:
2015-11-17
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2015-11-17 (1)
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Abstract
The present study aimed at exploring the influence of a repeated exposure to the Metacognitive
Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness.
Participants of the study were forty intermediate university students who were randomly assigned to
experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions
(seven sessions in total) across a semester. The control group, on the other hand, completed it in the first
and last sessions of the course as pre‐test and post‐test, respectively. Results of the study showed that
the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the
study revealed that less‐skilled participants of the experimental groups benefited from the treatment
more in comparison to their more‐skilled counterparts in the experimental group.
Keywords: MALQ, metacognitive instruction, metacognitive awareness
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Sahragrard, R., Kushki, A., Miri, M., & Mahmooudi, F. (2015). The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?. Global Journal of Foreign Language Teaching, 5(1), 101–113. https://doi.org/10.18844/gjflt.v5i0.51
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References
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Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory and Practice in Language Studies, 1, 61-67.
Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 57, 251-260.
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Network, 1-6.
Cross, J. (2010). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 408-416.
Fahim, M. & Fakhri Alamdari, E. (2014). Exploring the effect of the model of metacognitive instruction on the listening performance of EFL learners. International Journal of Research Studies in Language Learning, 3, 3-20.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Flowerdew, J. & Miller, L. (2005). Second language listening: Theory and practice. Cambridge University Press.
Goh, C. (1997).Metacognitive awareness and second language listeners. ELT Journal, 51, 361-369.
Goh, C. (2002). Learners’ self-reports on comprehension and learning strategies for listening. Asian Journal of English Language Teaching, 12, 46-68.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188-213.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood, English language teaching materials: theory and practice (pp. 179-206).
Goh, C., & Hu, G. (2013). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 1-20.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60, 222-32.
Graham, S. & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747-783.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40, 109-131.
Kurita, T. (2012). Issues in second language listening comprehension and the pedagogical implications. Accents Asia, 5, 30-44.
Mackey, A., & Gass, S. (2005). Second language research: methodology and design. Mahwah: New Jersey.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce- Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-106). New York: Newbury House.
Nation, P., & Newton, J. (2009). Teaching ESL/EFL listening/speaking. Routledge.
Nunan, D. (2002). Listening in language learning. In J. C. Richards & W. N. Renandya, (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 238-241). Cambridge University Press.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 30, 85-110.
Pallant, J. (2013). SPSS SURVIVAL MANUAL: A step to step guide to data analysis using IBM SPSS (5th edition). The McGraw Hill Companies.
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. Farstrup & S. Samuels (Eds.), What research has to say about reading instruction (pp. 291–309). Newark, DE: International Reading Association.
Rahimi, M., & M. Katal. (2012). Metacognitive listening strategy awareness in learning English as a foreign language: A comparison between university and high-school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
Rahimi, M., & M. Katal. (2013). The Impact of metacognitive instruction on efl learners’ listening comprehension and oral language proficiency. The Journal of Teaching Language Skills, 5, 69-90.
Rost, M. (2002). Teaching and researching listening. Harlow: Pearson Education.
Rost, M. (2001). Listening. In D. Carter & D. Nunan, (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Langauegs. (pp. 7-13). Cambridge University Press.
Shirani Bidabadi, F. & Yamat, H. (2011). The Relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching, 4, 26-32.
Vandergrift, L. & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191Â210.
Vandergrift, L. (2004). Learning to listen or listening to learn? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56, 431-462.
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review, 58, 555-575.
Vandergrift, L. (2003). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425-440.
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89.
Vandergrift, L. (1997). The Cinderella of communication strategies: reception strategies in interactive listening. The Modern Language Journal, 81, 494-505.
Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learner how to listen makes a difference: An empirical study. Language Learning, 60, 470-497.
Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79, 41-56.
Vygotsky, L.S. (1978) Mind in society: The Development of Higher Psychological Processes (14th Ed.). Harvard University Press.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 513-537.
Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27, 435-441.
Wilson, M. (2003). Discovery listening: Improving perceptual processing. ELT Journal, 57, 335-343.
Zhang, D. (2001). Singaporean secondary three students’ metacognitive knowledge about English oral skills learning. Unpublished master’s thesis. Nanyang Technological University, Singapore.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Retrieved March 2013 from: http://www.eric.ed.gov/PDFS/ED463659.pdf
Anderson, N. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge, England: Cambridge University Press.
Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory and Practice in Language Studies, 1, 61-67.
Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 57, 251-260.
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Network, 1-6.
Cross, J. (2010). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 408-416.
Fahim, M. & Fakhri Alamdari, E. (2014). Exploring the effect of the model of metacognitive instruction on the listening performance of EFL learners. International Journal of Research Studies in Language Learning, 3, 3-20.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Flowerdew, J. & Miller, L. (2005). Second language listening: Theory and practice. Cambridge University Press.
Goh, C. (1997).Metacognitive awareness and second language listeners. ELT Journal, 51, 361-369.
Goh, C. (2002). Learners’ self-reports on comprehension and learning strategies for listening. Asian Journal of English Language Teaching, 12, 46-68.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188-213.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood, English language teaching materials: theory and practice (pp. 179-206).
Goh, C., & Hu, G. (2013). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 1-20.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60, 222-32.
Graham, S. & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747-783.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40, 109-131.
Kurita, T. (2012). Issues in second language listening comprehension and the pedagogical implications. Accents Asia, 5, 30-44.
Mackey, A., & Gass, S. (2005). Second language research: methodology and design. Mahwah: New Jersey.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce- Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-106). New York: Newbury House.
Nation, P., & Newton, J. (2009). Teaching ESL/EFL listening/speaking. Routledge.
Nunan, D. (2002). Listening in language learning. In J. C. Richards & W. N. Renandya, (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 238-241). Cambridge University Press.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 30, 85-110.
Pallant, J. (2013). SPSS SURVIVAL MANUAL: A step to step guide to data analysis using IBM SPSS (5th edition). The McGraw Hill Companies.
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. Farstrup & S. Samuels (Eds.), What research has to say about reading instruction (pp. 291–309). Newark, DE: International Reading Association.
Rahimi, M., & M. Katal. (2012). Metacognitive listening strategy awareness in learning English as a foreign language: A comparison between university and high-school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
Rahimi, M., & M. Katal. (2013). The Impact of metacognitive instruction on efl learners’ listening comprehension and oral language proficiency. The Journal of Teaching Language Skills, 5, 69-90.
Rost, M. (2002). Teaching and researching listening. Harlow: Pearson Education.
Rost, M. (2001). Listening. In D. Carter & D. Nunan, (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Langauegs. (pp. 7-13). Cambridge University Press.
Shirani Bidabadi, F. & Yamat, H. (2011). The Relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching, 4, 26-32.
Vandergrift, L. & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191Â210.
Vandergrift, L. (2004). Learning to listen or listening to learn? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56, 431-462.
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review, 58, 555-575.
Vandergrift, L. (2003). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425-440.
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89.
Vandergrift, L. (1997). The Cinderella of communication strategies: reception strategies in interactive listening. The Modern Language Journal, 81, 494-505.
Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learner how to listen makes a difference: An empirical study. Language Learning, 60, 470-497.
Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79, 41-56.
Vygotsky, L.S. (1978) Mind in society: The Development of Higher Psychological Processes (14th Ed.). Harvard University Press.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 513-537.
Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27, 435-441.
Wilson, M. (2003). Discovery listening: Improving perceptual processing. ELT Journal, 57, 335-343.
Zhang, D. (2001). Singaporean secondary three students’ metacognitive knowledge about English oral skills learning. Unpublished master’s thesis. Nanyang Technological University, Singapore.