A Task-based Language Teaching Approach to Developing Metacognitive Strategies for Listening Comprehension

In second (L2) or foreign language (FL) learning, learning strategies help learners perform tasks, solve specific problems, and compensate for learning deficits. Of the strategy types, metacognitive strategies manage and regulate the construction of L2 or FL knowledge. Although learning strategies are frequently taught via teacher demonstration, an alternative but underresearched approach is through embedded instruction in tasks. To develop strategy awareness in language learning, the present study aimed to investigate how well a task-based teaching framework was able to develop intermediate Chinese English as a Foreign Language (EFL) university students’ metacognitive awareness of listening comprehension. Eighty-eight sophomores participated in the study, which used a quasi-experimental design. The experimental group received strategy-embedded task-based listening instruction for 18 weeks, whereas the control group received only strategy-based instruction. Listening tests and questionnaires were used in the pretest and posttest stages. The results showed that the experimental group improved their metacognitive awareness of strategies for listening and outperformed the control group in the listening test. The students in the experimental group considered tasks to be an important medium of input enhancement for improving listening ability.     

The Role of Metacognition in the Development of EFL Learners’ Listening Skill

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided lesson plan in metacognition (planning, monitoring, and evaluation) through a pedagogical cycle approach over a semester (eight weeks). International English Language Testing System listening tests (practice) were used to track the participants’ listening performance. Participants also completed a Metacognitive Awareness Listening Questionnaire, which examined their use of metacognitive awareness when engaged in listening tasks. Results indicated that the students improved their listening skill after being taught about metacognition; however, no significant use of metacognitive awareness was reported. This study concludes with a discussion of some potential implications, and provides scope for future research.     

The Effect of Activating Metacognitive Strategies on the Listening Performance and Metacognitive Awareness of EFL Students

This study investigates the effect of activating metacognitive strategies on the listening performance of English as a foreign language (EFL) university students and explores the impact of such strategies on their metacognitive awareness of the listening task. The participants were N = 50 students of English literature at the state university of Qom, Iran. After screening the participants from among 60 students, they were randomly assigned to the experimental and control groups. The experimental group (n = 25) received the metacognitive strategy instruction based on the models proposed by Vandergrift and Tafaghodtari (2010), while the control group (n = 25) received just the listening input with no strategy instruction. The listening module of the International English Language Testing System (IELTS) was utilized to evaluate the listening performance of the participants in both groups in pretests and posttests, and the Metacognitive Awareness Listening Questionnaire (MALQ) instrument was applied to measure the metacognitive awareness of the treatment group before and after the treatment. The results of the IELTS test revealed that the experimental group significantly outperformed the control group on the posttest and according to the analysis of the MALQ instrument there was a significant improvement in the students’ level of metacognitive awareness after strategy instruction. The interview results in the discussion section also supported the findings and shed more light on the details.     

What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension?

This study investigates the impact of a high-level and a low-level process-based L2 comprehension training on L1 French students’ listening performances. These students (N = 108) of English, Spanish, and German came from five different classes. After a L2 comprehension pretest, the participants were divided into two experimental groups. During the experimental phase, the two groups listened to the same three documents in their respective L2. The first group undertook listening comprehension activities relying on low-level processes, while the second group undertook activities aiming at fostering their use of high-level processes. These second types of activities were based on the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodatari, 2006). As hypothesized, less skilled listeners trained to automatize low-level processes, scored significantly higher on the comprehension posttest than on the pretest. However, the hypothesis that more skilled listeners trained to develop high-level listening processes, would score better on the posttest than on the pretest could not be verified. Nevertheless, we observed some tendencies showing that more skilled learners had drawn some benefits from the training. In our conclusion, we argue that the impact of a high-level and a low-level process-based L2 comprehension training strongly depends on learners’ initial levels.     

Effects of Strength of Accent on an L2 Interactive Lecture Listening Comprehension Test

This article reports on a study which aimed to determine the effect of strength of accent on listening comprehension of interactive lectures. Test takers (N = 21,726) listened to an interactive lecture given by one of nine speakers and responded to six comprehension items. The test taker responses were analyzed with the Rasch computer program WINSTEPS to investigate the relative difficulty of the items associated with the nine versions of the interactive lectures. Results indicated that comprehension of interactive lectures was diminished with quite light accents, as has been found with monologic lectures.     

Relationship between Listening Comprehension Strategy Use and Listening Comprehension Proficiency

This study explores the relationship between students’ listening comprehension strategy use and their listening comprehension proficiency with regard to the group, level, and degree of strategy use. Forty-four university students of an English Language teaching department comprised the study population. Three listening comprehension tests were given to participants with two-week intervals to measure their listening comprehension proficiency. To measure the students’ listening comprehension strategy use, a listening comprehension strategy inventory developed by the researcher was used. Data analysis showed a positive correlation between the level of listening comprehension strategy use and listening comprehension proficiency. When different groups of listening comprehension strategy use of learners were taken into account, there was a statistically significant difference between the students’ listening comprehension achievements in favor of the group with high metacognitive strategy use.     

Impaired Self-Awareness in Pathological Gamblers

Lack of self-awareness of one’s decisions remains an understudied and elusive topic in the addiction literature. The present study aimed at taking a first step towards addressing this difficult subject through the use of a combination of behavioral procedures. Here, we explored the association between a metacognitive process (the ability to reflect and evaluate the awareness of one’s own decision) and poor performance on the Iowa Gambling Task (IGT) in a group of pathological gamblers (PG; n = 30), and in a comparison group (n = 35). This metacognitive process was assessed during the IGT with the post-decision wagering procedure, while a number of potential confounds (i.e., reward/loss sensitivity, dual-tasking) were controlled for. Results showed that: (1) Initial performance enhancement of the control group on IGT occurred without explicit knowledge of the task, thus confirming its implicit character; (2) compared to controls, performance of PG on the IGT failed to increase during the task; (3) taking into account increased reward sensitivity and decreased loss sensitivity as well as poorer dual-tasking in pathological gamblers, PG tended to exhibit a bias in evaluating their own performance on the IGT by maximizing their wagers independently of selecting advantageous decks. Our findings suggest that biased metacognition may affect pathological gamblers, leading to disadvantageous post-decision wagering, which is in turn linked to impaired decision making under ambiguity. Perhaps this deficit reflects the impaired insight and self-awareness that many addicts suffer from, thus providing a novel approach for capturing and measuring this impairment, and for investigating its possible causes.     

Physician’s Listening and Adherence to Medical Recommendations among Persons with Diabetes

Every year, millions of people die of diabetes-related complications. Despite this risk, patients’ nonadherence to lifesaving medical recommendations remains a persistent crisis. One factor that could increase adherence is the formation of an alliance with the medical staff. This alliance, in turn, may increase when the patient perceives that the health care staff is willing to listen. To test this model, we asked people with diabetes, N = 76, to report (a) perceptions of listening by their nurse and physician, (b) their working alliance with the medical-staff members, and (c) several indicators of adherence with medical recommendations. The results suggested that listening is highly correlated with working alliance, r = .84, both with the nurse and the physician. Furthermore, both listening by the physician, r = .27, and alliance with the physician, r = .44, were associated with medication adherence. Listening by the physician, and alliance with the physician were not associated with adherence to life-style recommendations, but hinted at possible associations with glycemic control, r’s = .19, and .22, respectively. Our findings suggest that listening is an important facet of a working alliance, which in turn appears to positively affect the health of patients with diabetes.     

How to Listen More Efficiently: Self-monitoring Strategies in Listening

The efficiency of cognitive strategies in information processing has been established by a considerable body of research on text comprehension. Caution needs to be used, however, when it comes to generalizing the results to listening. It is argued that, in order to decide if cognitive strategies meet the processing demands of listening, and if so, which strategies, the specifics of the listening situation must be taken into consideration. An empirical basis is needed to investigate the facilitative and possibly interfering effects of using metacognitive strategies during listening. Using qualitative methodology, listening logs collected from 35 undergraduate students were evaluated for the effects - as perceived by listeners - of three types of cognitive strategies, namely, interest management, asking pre-questions, and elaboration techniques. The results support the hypothesis that these strategies, when appropriately adapted to the listening context, facilitate information processing from aural input.     

Assessing Critical-Analytical Listening Skills in Math and Engineering Students: An Exploratory Inquiry of How Analytical Listening Skills Can Positively Impact Learning

In this article, the researchers discuss the implementation of the Ferrari, Lynch, and Vogel Listening Test (FLVLT) to two STEM areas: Mathematics and Computer Science. The goal of the present study was to assess the improvement in students’ mastery of critical listening skills and how listening can help students to retain information. After students were introduced to the subject matter, two specifically tailored listening assessment tools were designed. Pretests and posttests were then administered in an introductory algebra (n = 29 students) and a network fundamentals course (n = 13 students). These tests were administered approximately four weeks apart. The data show that the FLVLT model is reliable for judging students’ critical listening skills and curricular knowledge. Furthermore, a 12% and 20% improvement in students’ ability to match the content pattern to a spoken message was found. In addition, a correlational analysis suggested that improvement in critical listening skills helped students’ learning.     

“Listening Enables Me to Connect with Others”: Exploring College Students’ (Mediated) Listening Metaphors

Metaphors employ figurative expressions to capture similarities between otherwise separate and distinct objects, events, or processes. The purpose of this exploratory study is to investigate what metaphors people use to describe listening and then explore if these metaphors apply to mediated settings. Students (N = 41) first generated listening metaphors and then evaluated and discussed 10 listening metaphors in class-based discussions of listening and mediated listening; these themes are summarized and discussed. Evaluations of listening metaphors in mediated contexts largely depended on the conceptualization of mediated listening presented. Limitations and future directions are discussed for listening metaphors.     

Influence of musical genres with Andean contents on the components of Peruvian national identity / Influencia de géneros musicales con contenidos andinos en los componentes de la identidad nacional peruana

The purpose of this study is to analyse the influence of different musical genres with Andean influences (Huayno, Chicha and Rock/Fusion) on the components of Peruvian national identity. To this end, we enlisted the participation of 92 upper-middle-class people (M = 19.91, SD = 1.95). The participants were randomly assigned each music genre in three experimental groups: Huayno (n = 30), Chicha (n = 31) and Rock/Fusion (n = 31). The results show that Rock/Fusion is the most highly rated musical genre with the most positive influence on some stereotypical components of national identity, attitude towards music and positive emotions. In contrast, the more ‘Andeanized’ genres, especially Chicha music, are perceived more negatively and have fewer positive effects on the stereotypical components of national identity, attitude towards music and positive emotions. The discussion suggests that the influence of the musical expressions evaluated depends on the ascribed status of the social group where these expressions were originally conceived and are currently consumed.     

Instructor Active Empathic Listening and Classroom Incivility

Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers’ active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom climate. A total of N = 434 undergraduate students were surveyed about their observations of student incivility in their classes, their perceptions of their instructor’s use of active empathic listening and nonverbal involvement, class size, instructor gender, and estimated instructor age. After controlling for nonverbal involvement, instructor age, instructor gender, and class size, results suggest active empathic listening associates negatively with three types of classroom incivility. Both class size and instructor nonverbal immediacy also emerged as predictors of student incivility.     

An Investigation of Socially Advantaged and Disadvantaged Turkish Mothers’ Views About Training on Preventing Children From Sexual Abuse

ABSTRACT

This study aims to investigate the views of socially advantaged (N = 8) and disadvantaged mothers (N = 8) whose children are aged between 48 and 66 months old about the issue of sexual abuse before and after the training provided to them. The views of mothers in both groups were investigated before and after the 5-week experience-based training about my body belongs to me, knowing and expressing feelings, good and bad touch, good and bad secrets, knowing how to say no, and help resources. The data were analyzed using content analysis methods. The study showed that the mothers have inaccurate or insufficient information and approaches about preventing sexual abuse. However, short-term training provided to the mothers changed their views, and the mothers in the disadvantaged group gained more awareness. The mothers in both groups stated that sexual abuse prevention trainings should be disseminated in preschool institutions.     

Review of Deep listeners: Music,emotion, and trancing by Judith Becker: Bloomington and Indianapolis,IN: Indiana University Press, 2004

The paper reports the results of Phase 2 of a study that investigates the listening comprehension strategies used by adult learners of Japanese. Phase 1 of the study identified the learners' listening strategies and categorised these strategies into a classification scheme and Phase 2 evaluated the efficacy of the listening-strategy intervention program. The listening-strategy classification scheme from Phase 1 provided the empirical basis for the Phase 2 instructional package of task-effective strategies for the intervention program. This paper reports the results of Phase 2 study.

Members of the intervention group were taught to use three strategies ndash; ‘identifying key terms’, ‘elaborating’, and ‘inferencing’ ndash; to comprehend satellite Japanese news texts. The intervention program was administered during the course of teaching the intermediate-level Japanese course offered at a metropolitan university in Australia, where the data for the Phase 1 study were collected. Assessment of the intervention program's results indicated that the intervention group who received instruction on listening strategies achieved a higher level of comprehension than the non-intervention group. The implications of the study are discussed.     

A pilot study of CBT versus escitalopram combined with CBT in the treatment of pathological gamblers

We conducted a randomised controlled trial pilot study (N = 30) with two treatment groups: (1) Manualised cognitive behavioural therapy (CBT) (n = 15) and (2) escitalopram combined with CBT (n = 15). Treatment was administered individually and the CBT included weekly sessions for eight consecutive weeks. The treatment with escitalopram lasted for a minimum of 16 weeks (20 mg/day), with an optional continuation for a 6-month follow-up period. Repeated measures ANOVA with modified intent-to-treat analyses were conducted. Results showed significant time effects on all measures for both treatment conditions, although no significant group or time × group effects. The results indicated that both treatments were effective in the short term (effect sizes (ES) ranging from 0.45 to 0.91 for the CBT group and 0.27 to 0.72 for the escitalopram+CBT group), and that adding CBT to escitalopram had no additional statistically significant effect (between-group ES of 0.11 and 0.29 for primary outcome measures at 16-weeks post-treatment).     

Rasch Analysis of the Metacognitive Awareness Listening Questionnaire (MALQ)

A valid metacognitive awareness second language (L2) listening questionnaire is important for both researchers and teachers to facilitate the measurement of language learners’ ability to reflect on and direct their L2 learning. However, very few metacognitive awareness questionnaires have been validated, particularly in the area of L2 listening (cf., Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). The Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al.) is one exception. However, very little information has been collected on the MALQ’s psychometric properties. To address this paucity, we administered the MALQ to a sample of 299 male Korean adolescent speakers of English. Using a modern measurement approach to scale validation (Rasch modeling), we found that with the exception of one subscale (Person knowledge) the subscales had good psychometric properties in that it was reliable and unidimensional.     

The relationship between explicit and implicit learning processes and probable pathological gambling

This paper reports the findings of a study of explicit and implicit learning and gambling with non-problem (n = 107), sub-clinical problem gamblers (n = 13), and probable pathological gamblers (n = 46). Two probability learning tasks modeled after gambling games and an artificial grammar task were used to explore how people learn patterns. In each of the two probability learning tasks, the outcome of the game was biased during the first part (learning phase) of the task. The results showed that many of the participants in the experimental conditions learned the bias and gradually unlearned the bias during the extinction phase of the study. Probable pathological gamblers showed less retention of the bias during two probability tasks and repeated the same errors during the artificial grammar task suggesting that they emphasize explicit learning strategies rather than implicit learning strategies. The results are consistent with the idea that pathological gamblers are more likely to utilize explicit rules than implicit rules.     

“They Just Whisper in Their Hearts That He's Doing a Bad Thing”: A Qualitative Study of Tanzanian Perceptions of Cross-Generational Sex

HIV prevalence among young Tanzanian women is twice that of men, and risk doubles if a partner is ten or more years older. Cross-generational sex (CGS) is typified by transactions, economic asymmetries, power differentials, and inconsistent condom use. By investigating perceptions of CGS in families, schools, and communities, this study explored the role each plays in addressing or condoning CGS and where interventions are needed. Qualitative data were collected in Tanzania's Iringa and Pwani regions after a campaign to reduce CGS. Community leaders suggested key informants and provided household lists used to randomly select participants. Individual interviews were conducted with 20 women (M age = 20.7, SD = 3.1, range = 15 to 26) and 20 men (M age = 37.1, SD = 7.3, range = 30 to 56), focus groups with 15 women (M age = 20.4, SD = 2.9, range = 17 to 25) and 26 men (M age = 39.2, SD = 7.9, range = 30 to 55), and key informant focus groups with 10 women (M age = 47.6, SD = 10, range = 37 to 70) and 16 men (M age = 55.5, SD = 9.5, range = 37 to 67). CGS was viewed as detrimental to girls' education and a financial loss to parents, but barriers, including reluctance to approach parents and older men, prevented community action. Interventions may involve community leaders transcending restrictions on confronting older men and promoting communication between teachers, communities, parents, and young women regarding CGS.     

Experimental Study on the Effect of Listening Strategies among Freshmen in SWUFE

Conscious listening strategies cultivation is believed to be contributive to enhance learners' listening ability. This paper aims to research the effect of these listening strategies by conducting an experimental study among freshmen in SWUFE. The final result shows that having a good control of listening strategies do have a positive effect on improving the listening comprehension capacity of the experimental subjects.