Metacognition defined as the knowledge and ability to monitor and control cognitive conditions in the learning process (Flavell, 1979). Listening is the most important skill of the four language skills in both learning and teaching, and plays an important role in our daily life. Although nowadays there is a deeper perception of listening, it needs more attention and research. Accordingly, the present study investigates the relationship between the Metacognitive awareness and listening performance of male Dentistry students in EGP course in Urmia University of Medical Sciences (UMSU). To do so, 50 Iranian male Dentistry students were participated in this study. They completed Metacognitive Awareness Listing Questionnaire (MALQ) and listening section of the final exam. First, the listening section of final exam was applied to the participants at classrooms by the teacher. Immediately after the administration of the examination, the MALQ were conducted. The analysis exposed a weak positive relationship between learners` Metacognitive awareness scores and listening performance. Although correlation was not high, still there is more correlation in problem solving, directed attention and planning evaluation than others.
Table of Contents
1. Introduction
2. Research question and hypothesis
3. Methodology
3.1 Participants
3.2 Research Design
3.3. The Metacognitive Awareness Listening Questionnaire (MALQ)
3.4 Listening Section of the final exam
3.5. Data Collection Procedures
3.6. Data Analysis
4. Result
4.1 Quantitative data results:
5. Discussion
6. Conclusion
7. References
Research Objectives and Themes
The primary objective of this study is to investigate the potential correlation between metacognitive awareness strategies and the English listening performance of Iranian male dentistry students. The research seeks to determine whether higher levels of self-regulated cognitive awareness contribute to better listening comprehension outcomes in an EFL learning context.
- Analysis of metacognitive awareness levels among Iranian EFL students.
- Evaluation of listening performance through standardized testing.
- Examination of the relationship between specific MALQ subscales and listening proficiency.
- Assessment of the role of instructional strategies in second language acquisition.
- Identification of pedagogical needs for curriculum reform in Iranian language education.
Excerpt from the Book
3.3. The Metacognitive Awareness Listening Questionnaire (MALQ)
The Metacognitive Awareness Listening Questionnaire developed by Vandergrift, Goh, Mareschal, Tafaghodtari (2006) consists of 21 items. The items are rated on a six-point Likert scale rating from 1 (strongly disagree) to 6 (strongly agree). It evaluates L2 learners’ “Metacognitive awareness concerning their perceived use of strategies while listening to oral texts” (Goh & Hu, 2014, p. 260). It further assesses their perceptions with regard to the difficulty of listening skill and their self-efficacy in it. Five subscales are included in the questionnaire, namely problem-solving, planning and evaluation, mental translation, directed attention, and person knowledge.
The first subscale is planning and evaluation that contains items about how learners plan ahead for listening and evaluate the outcome of their listening efforts (items 1, 10, 14, 20 & 21). The second subscale is problem-solving which consists of items on how learners monitor comprehension and solve difficulties as they arise (items 5, 7, 9, 13, 17 & 19). The third subscale of the questionnaire directed attention includes items on how learners maintain their attention and stay on task during listening (items 2, 6, 12 & 16). The fourth subscale, mental translation, comprises items indicating whether listeners use mental translation strategies as they listen (items 4, 11 & 18). Finally, person knowledge, the fifth subscale, contains items representing listeners’ perceptions about the difficulty presented by L2 listening and their self-efficacy in L2 listening (items 3, 8 & 15). Items 3, 8 and 16 were stated negatively so that the participants would not indicate a favorable attitude towards marking only one side of the scale. Items 4, 11 and 18 represent the mental translation strategies, which the learners should avoid to become efficient listeners. Thus, these six items were reverse coded for overall interpretation of scores.
Summary of Chapters
1. Introduction: Discusses the significance of listening as a complex language skill and introduces the concept of metacognitive knowledge as a bridge between learning and cognitive performance.
2. Research question and hypothesis: Defines the core objective of exploring the link between metacognitive awareness and listening proficiency, stating the null hypothesis.
3. Methodology: Details the study design, including the selection of 50 male dentistry students and the use of the MALQ and final exam scores as quantitative instruments.
4. Result: Presents the statistical findings and descriptive data, highlighting a weak positive correlation between metacognitive awareness and listening performance.
5. Discussion: Interprets the research findings in the context of existing literature, emphasizing the role of specific strategies like problem-solving and directed attention.
6. Conclusion: Summarizes the study’s implications, advocating for the integration of strategy training programs into standard EFL listening curricula.
7. References: Provides a comprehensive list of scholarly sources cited throughout the research.
Keywords
Metacognitive, Awareness, Listening, Males, EFL learners, EGP, Strategy Training, Listening Performance, MALQ, Self-regulation, Cognitive Monitoring, Language Proficiency, Iranian Students, Dental Education, Pedagogy.
Frequently Asked Questions
What is the main focus of this research?
The study investigates the relationship between metacognitive awareness—the ability to monitor and regulate one's own cognitive processes—and the English listening proficiency of Iranian male dentistry students.
What are the core thematic fields covered?
The research centers on second language acquisition (SLA), metacognitive strategies, listening comprehension, and the effectiveness of self-regulated learning in an educational setting.
What is the primary research goal?
The goal is to determine if a measurable correlation exists between how students apply metacognitive strategies and their performance on standardized English listening tests.
Which scientific method was employed?
A quantitative approach was used, employing Pearson correlation coefficients to analyze data collected through the Metacognitive Awareness Listening Questionnaire (MALQ) and final examination scores.
What topics are addressed in the main body?
The main body covers the theoretical importance of listening strategies, the methodology of data collection, a detailed statistical breakdown of the results, and an interpretation of findings relative to prior studies.
Which keywords define this study?
Key terms include Metacognition, EFL learners, EGP (English for General Purposes), Listening Performance, and Self-regulation.
How does "Mental Translation" impact the findings?
Mental translation is identified as a strategy often used by lower-proficiency listeners. The study suggests that to become more skilled, learners should reduce their reliance on this strategy.
Why were dental students chosen for this study?
The study focused on a specific demographic (50 male dentistry students) at UMSU to assess language learning performance within a controlled, upper-intermediate to advanced proficiency group.
What does the correlation result imply?
The results revealed a statistically significant, though weak, positive correlation, suggesting that higher levels of metacognitive awareness are associated with better listening proficiency.
What recommendation is made for the curriculum?
The authors suggest a shift from traditional teacher-centered methods toward incorporating explicit strategy training to foster self-assessment and metacognitive growth in EFL students.
- Arbeit zitieren
- Ismail Baniadam (Autor:in), Javid Fereidoni (Autor:in), Ali Baniadam (Autor:in), 2018, The Relationship between Male Dentistry Students' Metacognitive Awareness and Listening Performance, München, GRIN Verlag, https://www.grin.com/document/446151
