Metacognitive instruction for helping less-skilled listeners

Jeremy Cross

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EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Acquisition and Learning

Abstract

This article reports on a small-scale study of the effect of metacognitive instruction on listeners’ comprehension. Twenty adult, Japanese, advanced level EFL learners participated in a task sequence, or ‘pedagogical cycle’, of predicting, monitoring, problem identification, and evaluating in each of five listening lessons aimed at promoting their comprehension of television news items. A comparison of pre-test and post-test scores illustrated that three of four less-skilled listeners made notable gains across the five lessons, whereas only one of four more-skilled listeners improved. Findings add support to the view that metacognitive instruction utilizing a pedagogical cycle may help less-skilled listeners to develop their listening ability, though there seems to be a threshold for higher skill levels beyond which effects are minimal.

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2024Metacognitive Aspects of Problem Solving 1998Metacognitive Knowledge and Language Learning1 2007Recent developments in second and foreign language listening comprehension research 2003Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener 20041. LISTENING TO LEARN OR LEARNING TO LISTEN?2010Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study 2006Metacognitive instruction in listening for young learners 2008Metacognitive Instruction for Second Language Listening Development

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