metacognitive strategy instruction as a means to improve listening selfefficacy among iranian undergraduate learners of english
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ID: 240539
2015
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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 selfefficacy
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 upperintermediate
level. A listening self-efficacy questionnaire (borrowed from Rahimi
and Abedini, 2009) was used to measure the participants’ level of listening selfefficacy
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.
| Reference Key |
rahimirad2015internationalmetacognitive
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|---|---|
| Authors | ;Maryam Rahimirad;Abbas Zare-ee |
| Journal | Molecular immunology |
| Year | 2015 |
| DOI |
DOI not found
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| URL | |
| Keywords | Keywords not found |
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