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Metacognitive instruction does improve listening comprehension

Bozorgian, Hossein (2012) Metacognitive instruction does improve listening comprehension. ISRN Education, 2012, pp. 1-6.

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Abstract

This paper reports on a small-scale study, which looked into the impact of metacognitive instruction on listeners’ comprehension. Twenty-eight adult, Iranian, high-intermediate level EFL listeners participated in a “strategy-based” approach of advance organisation, directed attention, selective attention, and self-management in each of four listening lessons focused on improving listeners’ comprehension of IELTS listening texts. A comparison of pretest and posttest scores showed that the “less-skilled” listeners improved more than “more-skilled” listeners in the IELTS listening tests. Findings also supported the view that metacognitive instruction assisted listeners in considering the process of listening input and promoting listening comprehension ability.

Impact and interest:

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ID Code: 51619
Item Type: Journal Article
Keywords: English as a Foreign Language (EFL), listening comprehension
DOI: 10.5402/2012/734085
ISSN: 2090-8652
Subjects: Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300) > English as a Second Language (200303)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2012 Hossein Bozorgian
Copyright Statement: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Creative Commons licence: http://www.isrn.com/about/
Deposited On: 17 Jul 2012 09:17
Last Modified: 18 Jul 2012 19:54

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