Effects of Listening Strategy Instruction Incorporating Intensive and Extensive Listening on Listening Skills and Metacognitive Awareness

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Poonlarp Prasongngern, Kittitouch Soontornwipast
{"title":"Effects of Listening Strategy Instruction Incorporating Intensive and Extensive Listening on Listening Skills and Metacognitive Awareness","authors":"Poonlarp Prasongngern, Kittitouch Soontornwipast","doi":"10.29333/iji.2023.16410a","DOIUrl":null,"url":null,"abstract":"This study aimed to examine the effects of listening strategy instruction incorporating intensive and extensive listening on undergraduate hospitality students’ listening skills and metacognitive awareness. The design of the study was an embedded experimental mixed-methods design. The participants were 10 first-year students in the hospitality program whose English proficiency was, on average, low. Listening pre-tests and post-tests including, a listening achievement test and a metacognitive awareness listening questionnaire (MALQ), were administered to participants. During the intervention, students were asked to keep a student reflective journal. At the end of the intervention, a one-on-one semi-structured interview was conducted with participants individually. The quantitative analysis showed that after being exposed to the intervention for 9 weeks, listening skills and metacognitive awareness statistically and significantly improved. The qualitative analysis revealed that the use of listening strategies can facilitate listening comprehension. In addition, the findings of the present study emphasized the need forlistening strategy instruction for low proficiency learners.","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"20 1","pages":"0"},"PeriodicalIF":1.9000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29333/iji.2023.16410a","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This study aimed to examine the effects of listening strategy instruction incorporating intensive and extensive listening on undergraduate hospitality students’ listening skills and metacognitive awareness. The design of the study was an embedded experimental mixed-methods design. The participants were 10 first-year students in the hospitality program whose English proficiency was, on average, low. Listening pre-tests and post-tests including, a listening achievement test and a metacognitive awareness listening questionnaire (MALQ), were administered to participants. During the intervention, students were asked to keep a student reflective journal. At the end of the intervention, a one-on-one semi-structured interview was conducted with participants individually. The quantitative analysis showed that after being exposed to the intervention for 9 weeks, listening skills and metacognitive awareness statistically and significantly improved. The qualitative analysis revealed that the use of listening strategies can facilitate listening comprehension. In addition, the findings of the present study emphasized the need forlistening strategy instruction for low proficiency learners.
精听与泛听相结合的听力策略教学对听力技能和元认知意识的影响
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
International Journal of Instruction
International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-
自引率
38.90%
发文量
244
审稿时长
12 weeks
期刊介绍: nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信