The Effect Of Metacognitive Strategy Instruction On Efl Jordanian Undergraduates’ Academic Listening

Adnan Mohammad, Khatatbeh Mohanad (2020) The Effect Of Metacognitive Strategy Instruction On Efl Jordanian Undergraduates’ Academic Listening. PhD thesis, Universiti Sains Malaysia.

[img]
Preview
PDF
Download (677kB) | Preview

Abstract

Listening has been recognised as an essential tool for communication in academic settings. Successful academic listening, in turn, has been found to be correlated with successful use of listening metacognitive strategies. Nevertheless, many Foreign Language (FL) students were reported to command only a limited repertoire of listening metacognitive strategies. Due to this misapprehension, FL students have been reported to 1) gain low scores in their academic listening comprehension performance (ALCP); 2) experience high levels of academic listening anxiety (ALA); and 3) command low levels of metacognitive awareness in academic listening (MAAL). Therefore, this study investigated the viability of metacognitive strategy instruction (MSI) in 1) decreasing students’ ALA; 2) increasing students’ MAAL; and thus 3) enhancing students’ ALCP. Specifically, an MSI intervention programme targeted 34 Jordanian EFL undergraduates, all of whom were female students registered in an intact group of academic listening course at a Jordanian state university.

Item Type: Thesis (PhD)
Subjects: P Language and Literature > P Philology. Linguistics > P1-1091 Philology. Linguistics(General)
Divisions: Pusat Pengajian Bahasa Literasi & Terjemahan (School of Languages, Literacies and Translation) > Thesis
Depositing User: Mr Hasmizar Mansor
Date Deposited: 13 Apr 2022 06:39
Last Modified: 13 Apr 2022 06:39
URI: http://eprints.usm.my/id/eprint/52308

Actions (login required)

View Item View Item
Share