Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students

Listening comprehension is a fundamental part of both L1 and L2 communication. Although the number of research on different aspects of L2 listening comprehension has increased, there are still many other aspects that can be discovered about listening comprehension. One of the most problematic issues...

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Main Author:	Sadatmir, Seyedehsima
Format:	Thesis
Language:	English
Published:	2018
Subjects:	Listening comprehension English language - Study and teaching
Online Access:	http://psasir.upm.edu.my/id/eprint/83342/1/FBMK%202019%2027%20ir.pdf
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id	my-upm-ir.83342
record_format	uketd_dc
spelling	my-upm-ir.833422022-01-06T07:22:29Z Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students 2018-11 Sadatmir, Seyedehsima Listening comprehension is a fundamental part of both L1 and L2 communication. Although the number of research on different aspects of L2 listening comprehension has increased, there are still many other aspects that can be discovered about listening comprehension. One of the most problematic issues in research on listening comprehension is that the performance of the learner mostly includes mental procedures that are not directly noticeable. This research seeks to identify and describe the association of metacognitive listening strategy use of ESL students with different listening comprehension ability levels and comprehension problems based on the theory of cognitive process of listening. Both quantitative and qualitative methods were used in this research. The Listening section of International English Language Testing System (IELTS) was conducted to identify listening comprehension ability levels among 135 ESL students. Two adapted questionnaires, the Listening Comprehension Problem Questionnaire (LCPQ) and the Metacognitive Listening Strategy Questionnaire (MLSQ), were also distributed to the participants after completing the test in order to examine their perceived listening comprehension problems and metacognitive listening strategy use. The Think- Aloud (TA) method was used in this research in order to identify the types, frequency and patterns of metacognitive listening strategy use. Six cases were selected purposively from the participants in two groups of skilled and less- skilled listeners. They underwent TA procedures after TA training to expose the way they apply metacognitive listening strategies while doing a listening task. Verbal protocols obtained from the TA procedure were transcribed and analysed both quantitatively and qualitatively. The results revealed more frequent use of metacognitive listening strategies by the skilled listeners. Subsequently, the qualitative results exposed the linear sequence of Metacognitive Listening Strategy Use (MLSU) for all cases. This result showed the skilled cases applied linear patterns more than the less- skilled peers although there were some recursive moves in each pattern. This finding can be an effective start in visualizing and examining patterns of MLSU which is absent in the literature in a variety of contexts. Moreover, TA procedure can be used as a dynamic methodology for investigating how to use strategies in EFL/ ESL teaching and learning. Listening comprehension English language - Study and teaching 2018-11 Thesis http://psasir.upm.edu.my/id/eprint/83342/ http://psasir.upm.edu.my/id/eprint/83342/1/FBMK%202019%2027%20ir.pdf text en public doctoral Universiti Putra Malaysia Listening comprehension English language - Study and teaching Abdullah, Ain Nadzimah
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
advisor	Abdullah, Ain Nadzimah
topic	Listening comprehension English language - Study and teaching
spellingShingle	Listening comprehension English language - Study and teaching Sadatmir, Seyedehsima Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students
description	Listening comprehension is a fundamental part of both L1 and L2 communication. Although the number of research on different aspects of L2 listening comprehension has increased, there are still many other aspects that can be discovered about listening comprehension. One of the most problematic issues in research on listening comprehension is that the performance of the learner mostly includes mental procedures that are not directly noticeable. This research seeks to identify and describe the association of metacognitive listening strategy use of ESL students with different listening comprehension ability levels and comprehension problems based on the theory of cognitive process of listening. Both quantitative and qualitative methods were used in this research. The Listening section of International English Language Testing System (IELTS) was conducted to identify listening comprehension ability levels among 135 ESL students. Two adapted questionnaires, the Listening Comprehension Problem Questionnaire (LCPQ) and the Metacognitive Listening Strategy Questionnaire (MLSQ), were also distributed to the participants after completing the test in order to examine their perceived listening comprehension problems and metacognitive listening strategy use. The Think- Aloud (TA) method was used in this research in order to identify the types, frequency and patterns of metacognitive listening strategy use. Six cases were selected purposively from the participants in two groups of skilled and less- skilled listeners. They underwent TA procedures after TA training to expose the way they apply metacognitive listening strategies while doing a listening task. Verbal protocols obtained from the TA procedure were transcribed and analysed both quantitatively and qualitatively. The results revealed more frequent use of metacognitive listening strategies by the skilled listeners. Subsequently, the qualitative results exposed the linear sequence of Metacognitive Listening Strategy Use (MLSU) for all cases. This result showed the skilled cases applied linear patterns more than the less- skilled peers although there were some recursive moves in each pattern. This finding can be an effective start in visualizing and examining patterns of MLSU which is absent in the literature in a variety of contexts. Moreover, TA procedure can be used as a dynamic methodology for investigating how to use strategies in EFL/ ESL teaching and learning.
format	Thesis
qualification_level	Doctorate
author	Sadatmir, Seyedehsima
author_facet	Sadatmir, Seyedehsima
author_sort	Sadatmir, Seyedehsima
title	Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students
title_short	Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students
title_full	Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students
title_fullStr	Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students
title_full_unstemmed	Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students
title_sort	association between metacognitive listening strategy use and listening comprehension ability and problems among malaysian esl students
granting_institution	Universiti Putra Malaysia
publishDate	2018
url	http://psasir.upm.edu.my/id/eprint/83342/1/FBMK%202019%2027%20ir.pdf
_version_	1747813385990307840

Association between metacognitive listening strategy use and listening comprehension ability and problems among Malaysian ESL students

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