Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension
Bozorgian, Hossein (2015) Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension. International Journal of Research Studies in Language Learning, 4(1), pp. 3-12.
A growing interest in using metacognitive instruction to develop listening comprehension has emerged for almost two decades. This paper investigates the impact of metacognitive instruction on less-skilled and more-skilled learners’ listening comprehension. Thirty-two female adult, Iranian, intermediate level English as a Foreign Language (EFL) learners participated in a ‘strategy-based’ instruction, planning, monitoring and evaluation. Each of three metacognitive strategies focused on promoting learners’ comprehension of International English Language Testing System (IELTS) listening texts. A comparison of pre- and post-test scores showed that the less-skilled learners benefited more from metacognitive instruction than more-skilled learners in IELTS listening tests.
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|Item Type:||Journal Article|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2015 Consortia Academia Publishing|
|Deposited On:||02 Apr 2015 00:47|
|Last Modified:||07 Apr 2015 04:48|
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