Thai EFL Listeners’ Use of Metacognitive and Cognitive Strategies
DOI:
https://doi.org/10.14456/jlapsu.2022.17Keywords:
L2 listening comprehension strategies, L2 proficiency, orchestrated strategies, embedded metacognitive instructionAbstract
The aims of this study were to investigate the listening strategy use of listeners with different proficiency levels and how they employed listening strategies. Thirty students participated in the study; 16 were categorized as high proficiency listeners (HPLs) and 14 as low proficiency listeners (LPLs). To collect data, the participants were required to individually listen to an aural input, complete the listening task, and participated in immediate stimulated recall to report how they completed the task. The data were transcribed verbatim and analyzed based on Anderson’s three-phase model (1995) and Vandergrift’s taxonomy (2007). Findings illustrated that both groups employed metacognitive and cognitive listening strategies. However, HPLs possessed a wider listening strategy repertoire than their counterparts. They employed seven strategies comprising four metacognitive (advanced organization, selective attention, self-management, and comprehension monitoring) and three cognitive strategies (linguistic inference, world elaboration and repetition), while LPLs used four strategies i.e., one metacognitive (selective attention), and three cognitive strategies (linguistic inference, world elaboration, and repetition). In addition, HPLs depended on different strategies orchestration whereas LPLs relied heavily on repetition in orchestration with other strategies (i.e., selective attention, and elaboration). It is suggested that teachers should incorporate embedded metacognitive instruction in their listening class to enhance low proficiency listeners’ ability.
References
Anderson, J. R. (1995). Cognitive psychology and its Implications (4th ed.). W. H. Freeman and Company.
Anuyahong, B. (2013). A study of five listening strategies in EFL classroom for higher education level: A case study of Thai- Nichi Institute of Technology. Alpheit International Journal, 2, 16-30.
Bonk, W. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.
Chang, A. C.-S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375-397.
Chang, A. C.-S., Wu, B. W.P., & Pang, J. C.L. (2013). Second language listening difficulties perceived by low-level learners. Perceptual and Motor Skills, 116(2), 415–434. https://doi.org/10.2466/22.23.PMS.116.2.415-434
Clare, A., & Wilson, J. (2015). Speak out. (2nd ed.). Pearson.
Cohen, A.D., & Wang, I.K.-H. (2018). Fluctuation in the functions of language learner strategies. System, 74, 169-182.
Duy, V. H., & Quan, N. H. (2021). Vietnamese English-majored students’ use of listening strategies. European Journal of English Language Teaching, 6(6), 116-142.
Furuya, A. (2019). How do listening Comprehension process differ by second language proficiency? Top-down and bottom-up perspectives. International Journal of Listening, 1(11),123-133. DOI:10.1080/10904018.2019.1694411
Goh, C. C. M. (1998). How learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2, 124-147.
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206. DOI: 10.1016/S0346-251X(02)00004-0
Goh, C. C. M. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications. RELC Journal, 39(2), 188–213. DOI: 10.1177/0033688208092184
Goh, C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23, 255-274. DOI:10.1080/09658416.2013.769558
Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28, 64-69.
Graham, S., Santos, D., & Vanderplank, R. (2010). Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4(1), 1–20. DOI:10.1080/17501220802385866
Huang, J., & Nisbet, D. (2019). An exploration of listening strategies use and proficiency in China. The Asian Journal of Applied Linguistics, 6(1), 82-95.
Joyce, P. (2019). The Relationship between L2 Listening Proficiency and L2 Aural Language Processing. PASAA, 57, 9-32.
Khiewsod, P. (2016). Metacognitive listening strategies used by High school students in Bangkok [Master’s thesis, Thammasat University].
Kök, İ. (2017). Relationship between Listening Comprehension Strategy Use and Listening Comprehension Proficiency. International Journal of Listening, 32(3), 163–179.
Long, D. R. (1990). What you don’t know can’t help you: An exploratory study of background knowledge and second language listening comprehension. Studies in Second Language Acquisition, 12, 65–80.
Liu, H. J. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5, 84-104.
Ngo, N. T. H. (2015). Some insights into listening strategies of learners of English as a foreign language in Vietnam. Language, Culture and Curriculum, 28(3), 311–326.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 12(1), 9-38.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Newbury House.
Piamsai, C. (2005). The relationships between learning strategies and English computer-based listening test performance of Thai university students [Unpublished Doctoral Dissertation]. Chulalongkorn University.
Piamsai, C. (2014). An Investigation of the Use of Listening Strategies and Listening Performance of Proficiency and
Non-proficiency Language Learners. PASAA, 47, 147-172.
Rost, M. (2002). Teaching and Researching Listening. Longman.
Rukthong, A., & Brunfaut, T. (2020). Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks. Language Testing, 37(1), 31–53. DOI: 10.1177/0265532219871470
Stæhr, L. S. (2009). Vocabulary Knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31, 577-607.
Sudsa-ard, P. (2019). Listening and speaking strategy awareness of Thai high school students studying in English program and
Thai program [Master’s thesis, Thammasat University]. thesis archive.http://ethesisarchive.library.tu.ac.th/thesis/2019/
TU_2019_6121042235_12186_12631.pdf
Vandergrift, L. (2003). Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener. Language Learning, 53(3), 463–496.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. Routledge.
Watthajarukiat, T., Chatupote, M., & Sukseemuang, P. (2012). An investigation of English strategies used by Thai undergraduate students in public universities in the south. Journal of Liberal Arts Prince of Songkla University, 4(2), 1-14.
White, G. (2008). Listening and good learners. In Carol
Griffiths, (Ed), Lessons from good language learners (pp. 208-217). Cambridge University.
Zhao, Y. (1997). The effects of listener’s control of speech rate on second language comprehension. Applied Linguistics, 18(1), 49–68.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Munir Laeha
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors retain the copyright to their article but the Journal of Liberal Arts, Prince of Songkla University reserves the exclusive rights to first publication.
