Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

Autor/inn/en	Rahimirad, Maryam; Zare-ee, Abbas
Titel	Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English
Quelle	In: International Journal of Instruction, 8 (2015) 1, S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Undergraduate Students; Metacognition; Learning Strategies; Listening Comprehension; Self Efficacy; English (Second Language); Second Language Instruction; Females; Language Proficiency; Language Tests; Questionnaires; Likert Scales; Pretests Posttests; Experimental Groups; Control Groups; Quasiexperimental Design; Second Language Learning; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hörverständnis; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Weibliches Geschlecht; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Fragebogen; Likert-Skala; Zweitsprachenerwerb; Language tests; Englisch
Abstract	Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening self-efficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upper-intermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009) was used to measure the participants' level of listening self-efficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n = 20) and control (n = 20) groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003) while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01