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 |
| _version_ | 1818749858307112960 |
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| author | Jerotijević-Tišma Danica |
| author_facet | Jerotijević-Tišma Danica |
| author_sort | Jerotijević-Tišma Danica |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-18T04:10:27Z |
| format | Article |
| id | doaj.art-389e35b8b12b48708098d8dcbafa41f2 |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-18T04:10:27Z |
| publishDate | 2016-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-389e35b8b12b48708098d8dcbafa41f22022-12-21T21:21:29ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702016-01-0148230132010.2298/ZIPI1602301J0579-64311602301JImproving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instructionJerotijević-Tišma Danica0Faculty of Philology and Arts, KragujevacThe 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.http://www.doiserbia.nb.rs/img/doi/0579-6431/2016/0579-64311602301J.pdfSerbian EFL learnersteaching methodmetacognitionlistening comprehensionvocabulary acquisition |
| spellingShingle | Jerotijević-Tišma Danica Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction Zbornik Instituta za pedagoška istraživanja Serbian EFL learners teaching method metacognition listening comprehension vocabulary acquisition |
| title | Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction |
| title_full | Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction |
| title_fullStr | Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction |
| title_full_unstemmed | Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction |
| title_short | Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction |
| title_sort | improving listening comprehension skills relying on metacognitive strategies focus on vocabulary and specific l2 instruction |
| topic | Serbian EFL learners teaching method metacognition listening comprehension vocabulary acquisition |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2016/0579-64311602301J.pdf |
| work_keys_str_mv | AT jerotijevictismadanica improvinglisteningcomprehensionskillsrelyingonmetacognitivestrategiesfocusonvocabularyandspecificl2instruction |