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The Influence of Meta Cognitive Strategies during Listening Among ESL Learners
Abstract
ESL classrooms have long introduced listening activities as part of the learning process. During these listening tasks, students listen to conversations, situations or even short excerpts. Short stories have also been commonly used in the ESL classrooms as part of reading comprehension lessons or as literary texts. Can the activity of listening be extended to short stories? What do the students gain? How can it best be used as part of listening activity? The main objective of this study is to explore the impact of the use of listening to short stories in ESL classroom. Specifically, this study looks into how gender influence listening to short stories. This quantitative study looks into the perception of students on the use of Meta cognitive strategies in the listening activities. It also looks into how listening activities can assist learners' in their construction of knowledge. The findings reveal several characteristics of pedagogical input by the teachers combined with the content input for the students to provide the authentic learning output for ESL learners in the use of short stories as listening activity in the ESL classroom.
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The notion that the main objective of EFL teaching is to help students to communicate fluently in the target language cause many teachers still believe that an EFL class should focus on mastering linguistic elements only. However, recent trend in EFL teaching indicates the necessity of integrating literature because of its rich potential to provide an authentic model of language use. Among literary genres, short stories seem to be the most suitable choice for this due to its potential to help students enhance the four skills—listening, speaking, reading and writing—more effectively because of the motivational benefit embedded in the stories. The purpose of this article is to familiarize EFL instructors with the effectiveness of using short stories in EFL instruction. After presenting criteria for selecting a short story, discussion is focused on how to exploit a short story for enhancing students " language skills.
This paper reports on a small-scale study, which looked into the impact of metacognitive instruction on listeners' comprehension. Twenty-eight adult, Iranian, high-intermediate level EFL listeners participated in a “strategy-based” approach of advance organisation, directed attention, selective attention, and self-management in each of four listening lessons focused on improving listeners' comprehension of IELTS listening texts. A comparison of pretest and posttest scores showed that the “less-skilled” listeners improved more than “more-skilled” listeners in the IELTS listening tests. Findings also supported the view that metacognitive instruction assisted listeners in considering the process of listening input and promoting listening comprehension ability.
The purpose of this article is to familiarize EFL instructors with the effectiveness of using literature in language instruction. While some instructors may still believe that teaching EFL encompasses focusing on linguistic benefits only, so eventually their students will communicate in the target language, others who have integrated literature in the curricula have realized that literature adds a new dimension to the teaching of EFL. Short stories, for example, help students to learn the four skills—listening, speaking, reading and writing-more effectively because of the motivational benefit embedded in the stories. In addition, with short stories, instructors can teach literary, cultural, and higher-order thinking aspects. However, before novice instructors attempt to use short stories in their EFL classes, they 2 should understand the benefits of short stories and plan classes that meet the needs of their students.
This paper examines the effects that digital stories may have on the understanding of spoken English by a group of 6-year-old Spanish learners. To accomplish this aim, a quasi-experimental research study was launched in six state schools in Madrid. A pre-post test design was used to investigate whether internet-based technology could improve listening comprehension in English as a Foreign Language (henceforth, EFL). Findings indicate that the experimental group outperformed the control group in the final test administered. These results raise interesting issues related to the use of technology in the context of foreign language learning. Future research which includes other age groups and digital materials and which explores other linguistic areas could further substantiate the link between Information and Communication Technology (ICT) rich environment and improved language learning.
Over the past thirty years, the field of language learning strategies has generated a massive amount of interest and research in applied linguistics. Teaching and Researching Language Learning Strategies redraws the landscape of language learning strategies at just the right time. In this book Rebecca Oxford charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. Offering practical, innovative suggestions for assessing, teaching, and researching language learning strategies, she provides examples of strategies and tactics from all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning.
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