Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction
The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift an...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2016-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2016/0579-64311602301J.pdf |
| Summary: | The present paper aims at investigating the application of an instructional
method specifically focused on the expansion of metacognitive awareness and
its effect on Serbian EFL students’ listening comprehension. The current
study is a follow-up research of a similar study by Vandergrift and
Tafaghodtari (2010). However, we sought to expand the previous research by
investigating the relationship between the students’ current level of L2
(target language) vocabulary and listening test scores. Our study likewise
differed in the sample of participants, the target language, teaching and
testing material used, and the duration of the very experiment. To answer the
proposed research questions we conducted an experiment with 57 Serbian
secondary school EFL (English as a Foreign Language) learners divided into
experimental (n=27) and control group (n=30). The results of the pre- and
post-tests of the two groups showed the beneficial effects of developing
metacognitive strategies and the strong positive correlation between the
level of vocabulary and listening comprehension. The paper underlines
important pedagogical implications especially regarding the enhancement of
metacognitive awareness and vocabulary proficiency of students in order to
improve performance on listening comprehension tasks. |
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| ISSN: | 0579-6431 1820-9270 |