The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?
The metacognitive awareness listening questionnaire as a metacognitive-raising tool: Does it work?
Author(s): Rahman Sahragrard, Ali Kushki, M. Miri, Farzad MahmooudiSubject(s): Language studies, Language and Literature Studies, Education, Foreign languages learning, Theoretical Linguistics, Applied Linguistics
Published by: Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi
Keywords: MALQ; metacognitive instruction; metacognitive awareness;
Summary/Abstract: The present study aimed at exploring the influence of a repeated exposure to the Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level of metacognitive awareness. Participants of the study were forty intermediate university students who were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group completed MALQ in odd sessions (seven sessions in total) across a semester. The control group, on the other hand, completed it in the first and last sessions of the course as pre-test and post-test, respectively. Results of the study showed that the questionnaire benefited the experimental group in a statistically significant way. Also, findings of the study revealed that less-skilled participants of the experimental groups benefited from the treatment more in comparison to their more-skilled counterparts in the experimental group.
Journal: Global Journal of Foreign Language Teaching
- Issue Year: 5/2015
- Issue No: 1
- Page Range: 101-113
- Page Count: 13
- Language: English
