Metacognitive Intervention and Awareness: Listeners with Low Working Memory Capacity

Autor/inn/en	Bozorgian, Hossein; Yaqubi, Baqer; Muhammadpour, Meysam
Titel	Metacognitive Intervention and Awareness: Listeners with Low Working Memory Capacity
Quelle	In: International Journal of Listening, 36 (2022) 3, S.221-234 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bozorgian, Hossein) ORCID (Yaqubi, Baqer) ORCID (Muhammadpour, Meysam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2020.1857764
Schlagwörter	Metacognition; Intervention; Listening Skills; English (Second Language); Second Language Learning; Short Term Memory; Males; Adolescents; Young Adults; Program Effectiveness; Foreign Countries; Iran; Digit Span Test; International English Language Testing System + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kurzzeitgedächtnis; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Ausland; Language test; Language tests; Sprachtest; Englisch
Abstract	This study investigated the effect of the Metacognitive Intervention (MI) on the listening performance and metacognitive awareness of upper-intermediate learners of English as a Foreign Language (EFL) with low Working Memory Capacity (WMC). 136 male learners aged between 15 and 25 years formed the original pool of this study, and 94 were identified as upper-intermediate learners learning English at the English Language Institute (ELI) in Iran. They were further given the visual Digit Span Test (DST). Based on their scores and the median, 60 low-WMC learners were selected and randomly assigned to experimental (N = 30) and control (N = 30) groups. The experimental group received the MI through the pedagogical cycle for 10 sessions, whereas the control group followed a traditional approach. The participants in both groups were asked to take the International English Language Testing System (IELTS) listening tests and complete the Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. The results suggested that the experimental group had a higher gain with a moderate effect size in terms of listening performance than the control group. In addition, the MALQ revealed the significantly higher use of directed attention, mental translation, and person knowledge by the experimental group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01