Metacognitive instruction : global and local shifts in considering listening input

Bozorgian, Hossein & Alamdari, Ebrahim Fakhri (2013) Metacognitive instruction : global and local shifts in considering listening input. Education Research International, 2013.

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Abstract

A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL) teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation) for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

Impact and interest:

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ID Code: 69773
Item Type: Journal Article
Refereed: Yes
DOI: 10.1155/2013/457250
ISSN: 2090-4010
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 03 Apr 2014 05:07
Last Modified: 03 Apr 2014 23:14

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