خلاصة:
This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who were chosen through random sampling and were randomly assigned to 2 experimental and 2 control groups. Before and after the intervention, Kim’s (2000) Foreign Language Listening Anxiety scale (FLLAS) and the listening section of Preliminary English Test (PET) were administered to all groups as pre and post tests. All four groups were taught by the same researcher and the listening comprehension material was constant over the groups. The first experimental group received IELT intervention, the second experimental group received MPS intervention, and both control groups received traditional product-based listening comprehension instruction while the active control group also received explicit instruction of the metacognitive strategies. ANCOVA results proved that although both IELT and MPS were effective in lowering anxiety level, the performance of MPS was of a large effect size, and it was a better model to lower learners’ anxiety. Both models significantly improved learners’ listening comprehension.
ملخص الجهاز:
Impact of Metacognitive Strategy Instruction on Iranian EFL Learners’ Listening Anxiety Parisa Mohamadpour, PhD student, Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran Parisa.
com Abstract This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004).
g. Cohen & Macaro, 2007; Goh, 2008, 2010; Griffiths, 2008; Oxford, 2017; Vandergrift, 2007; Vandergrift & Tafaghodtari, 2010) but as posited by Vandergrift and Cross (2017) most of the studies in the research literature are basically correlational, comparing the amount of strategy use by different levels of language proficiency or investigating the effect of using an strategic approach on language learning outcome.
Considering the research background on how anxiety affects cognitive processing of the aural input, a host of researchers confirm metacognitive strategy instruction as a way to help language learners have a better control over their cognition and thus better deal with listening anxiety (Chou, 2017; Goh, 2010; Movahed, 2014; Vandergrift, 2004; Vandergrift & Goh, 2012; Vandergrift & Tafaghodtari, 2010).
As declared by Pintrich and De Groot (1990), self-regulated learning has three major constructs which are metacognition, cognition and resource management and as confirmed by Goh and Taib (2006) and Vandergrift and Goh (2012) metacognitive strategy instruction is a guaranteed way to help learners adjust their cognitive processes in the face of new task demands.
Is there a significant difference between task-based and embedded metacognitive strategy instruction in improving listening comprehension performance of Iranian EFL learners?