Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness

Even though listening skill in English is commonly tested, metacognitive strategy is seldom taught to students. This study examined the effectiveness of metacognitive strategy training (MST) on students’ MUET listening test; on students’ metacognitive awareness based on planning-evaluation, directed...

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Main Author:	Saratha, K. Krishnan
Format:	Thesis
Language:	eng eng
Published:	2021
Subjects:	L Education (General) LB Theory and practice of education
Online Access:	https://etd.uum.edu.my/9785/1/permission%20to%20deposit-grant%20the%20permission-901510.pdf https://etd.uum.edu.my/9785/2/s901510_01.pdf
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id	my-uum-etd.9785
record_format	uketd_dc
spelling	my-uum-etd.97852022-08-29T01:13:32Z Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness 2021 Saratha, K. Krishnan Yaacob, Aizan Veloo, Arsaythamby Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Art & Sciences L Education (General) LB Theory and practice of education Even though listening skill in English is commonly tested, metacognitive strategy is seldom taught to students. This study examined the effectiveness of metacognitive strategy training (MST) on students’ MUET listening test; on students’ metacognitive awareness based on planning-evaluation, directed attention, personal knowledge, mental translation and problem solving; students’ use of metacognitive strategies over the treatment period and their perceptions on MST in L2 listening. 62 pre-university students from one of the matriculation colleges participated in this study which adopted a mixed-method design. Quantitative data using the quasi-experimental design were elicited to measure students’ listening achievement while metacognitive awareness was assessed using the Metacognitive Awareness Listening Questionnaire (MALQ). Subsequently, qualitative data were obtained through reflective journals and focus group interviews. ANCOVA revealed that MST had immediate and delayed effects on the treatment groups’ listening achievement and metacognitive awareness. The MALQ survey displayed that MST had immediate effect on students’ planning-evaluation, directed-attention strategy, and problem-solving strategies while the post- delayed findings found there were effects on directed attention strategy. Qualitative findings revealed that students utilized planning-evaluation, directed-attention and problem-solving strategies and they perceived MST as effective and helpful in improving listening scores and metacognitive awareness. This study contributes to the body of knowledge on metacognitive strategies in L2 listening and the MST module could be used by educators to integrate MST in teaching listening. 2021 Thesis https://etd.uum.edu.my/9785/ https://etd.uum.edu.my/9785/1/permission%20to%20deposit-grant%20the%20permission-901510.pdf text eng staffonly https://etd.uum.edu.my/9785/2/s901510_01.pdf text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Yaacob, Aizan Veloo, Arsaythamby
topic	L Education (General) LB Theory and practice of education
spellingShingle	L Education (General) LB Theory and practice of education Saratha, K. Krishnan Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
description	Even though listening skill in English is commonly tested, metacognitive strategy is seldom taught to students. This study examined the effectiveness of metacognitive strategy training (MST) on students’ MUET listening test; on students’ metacognitive awareness based on planning-evaluation, directed attention, personal knowledge, mental translation and problem solving; students’ use of metacognitive strategies over the treatment period and their perceptions on MST in L2 listening. 62 pre-university students from one of the matriculation colleges participated in this study which adopted a mixed-method design. Quantitative data using the quasi-experimental design were elicited to measure students’ listening achievement while metacognitive awareness was assessed using the Metacognitive Awareness Listening Questionnaire (MALQ). Subsequently, qualitative data were obtained through reflective journals and focus group interviews. ANCOVA revealed that MST had immediate and delayed effects on the treatment groups’ listening achievement and metacognitive awareness. The MALQ survey displayed that MST had immediate effect on students’ planning-evaluation, directed-attention strategy, and problem-solving strategies while the post- delayed findings found there were effects on directed attention strategy. Qualitative findings revealed that students utilized planning-evaluation, directed-attention and problem-solving strategies and they perceived MST as effective and helpful in improving listening scores and metacognitive awareness. This study contributes to the body of knowledge on metacognitive strategies in L2 listening and the MST module could be used by educators to integrate MST in teaching listening.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Saratha, K. Krishnan
author_facet	Saratha, K. Krishnan
author_sort	Saratha, K. Krishnan
title	Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
title_short	Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
title_full	Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
title_fullStr	Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
title_full_unstemmed	Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
title_sort	metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2021
url	https://etd.uum.edu.my/9785/1/permission%20to%20deposit-grant%20the%20permission-901510.pdf https://etd.uum.edu.my/9785/2/s901510_01.pdf
_version_	1747828671927812096

Metacognitive strategy training on pre-university students’ listening achievement and metacognitive awareness

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