Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18492
Title: Exploring the relationship between metacognitive awareness and listening performance with questionnaire data
Authors: Goh, Christine Chuen Meng
Hu, Guangwei, 1962-
Issue Date: 2013
Citation: Goh, C. C. M., & Hu, G. (2013). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274. http://dx.doi.org/10.1080/09658416.2013.769558
Abstract: This study sought to provide a nuanced understanding of the relationship between metacognitive awareness and listening performance by eliciting from 113 ESL Chinese learners their metacognitive awareness with regard to knowledge of listening strategies used and perceptions of difficulty and anxiety following a listening lesson. Data were collected through the Metacognitive Awareness Listening Questionnaire (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006) and an official sample IELTS listening test. Responses were examined for how different aspects of metacognitive awareness represented by the MALQ factors related to listening performances and for individual differences in metacognitive awareness across these factors. The results showed a significant positive relationship between learners’ metacognitive awareness scores and listening performance and that their metacognitive awareness accounted for 22% of the variance in listening performance. Analysis of individual factors showed a significant relationship between listening performance and the strategies of directed attention and problem solving as well as an overall moderate to low sense of confidence amongst the participants in the study. It also revealed considerable intrapersonal variation in different aspects of metacognitive awareness. The paper discusses the results as well as the use of the questionnaire as an instrument for eliciting and interpreting learners’ metacognitive awareness about listening.
Description: This is the final draft, after peer-review, of a manuscript published in Language Awareness. The published version is available online at http://www.tandfonline.com/doi/abs/10.1080/09658416.2013.769558
URI: http://hdl.handle.net/10497/18492
ISSN: 0965-8416
Other Identifiers: 10.1080/09658416.2013.769558
Website: http://www.tandfonline.com/doi/abs/10.1080/09658416.2013.769558
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