{"title":"A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening","authors":"Jiayu Zhai, Vahid Aryadoust","doi":"10.1007/s11409-024-09392-z","DOIUrl":null,"url":null,"abstract":"<p>Metacognitive awareness is essential in regulating second language (L2) listening and has been predominantly assessed by a multidimensional instrument named the Metacognitive Awareness Listening Questionnaire (MALQ). Since previous studies have yielded inconclusive evidence concerning the generalization of MALQ, it is important to examine the overall reliability of the MALQ measures from a meta-analytical perspective. The purpose of the study was to examine variability in the reliability of MALQ measures in the field of L2 listening. A meta-analytic reliability generalization (RG) was conducted to synthesize Cronbach’s alpha coefficients derived from 45 studies that used MALQ. The results showed that the aggregated reliability estimate was 0.80 for MALQ measures, with four out of the five subscales having an aggregate reliability coefficient larger than 0.7, i.e., 0.73 for mental translation, 0.74 for planning and evaluating, 0.71 for person knowledge, and 0.79 for problem-solving. On the other hand, the reliability of directed attention was 0.68, falling short of meeting the minimum requirement of 0.70. In addition, as a high degree of heterogeneity was found in the studies included, a mixed effect meta-regression was performed, identifying four moderators affecting the reliability of MALQ measures: publication year, educational setting, participants’ L1, and L2 proficiency level. We further found evidence for publication bias in the included publications. Suggestions for future research are provided.</p>","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"27 1","pages":""},"PeriodicalIF":3.9000,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Metacognition and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11409-024-09392-z","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Metacognitive awareness is essential in regulating second language (L2) listening and has been predominantly assessed by a multidimensional instrument named the Metacognitive Awareness Listening Questionnaire (MALQ). Since previous studies have yielded inconclusive evidence concerning the generalization of MALQ, it is important to examine the overall reliability of the MALQ measures from a meta-analytical perspective. The purpose of the study was to examine variability in the reliability of MALQ measures in the field of L2 listening. A meta-analytic reliability generalization (RG) was conducted to synthesize Cronbach’s alpha coefficients derived from 45 studies that used MALQ. The results showed that the aggregated reliability estimate was 0.80 for MALQ measures, with four out of the five subscales having an aggregate reliability coefficient larger than 0.7, i.e., 0.73 for mental translation, 0.74 for planning and evaluating, 0.71 for person knowledge, and 0.79 for problem-solving. On the other hand, the reliability of directed attention was 0.68, falling short of meeting the minimum requirement of 0.70. In addition, as a high degree of heterogeneity was found in the studies included, a mixed effect meta-regression was performed, identifying four moderators affecting the reliability of MALQ measures: publication year, educational setting, participants’ L1, and L2 proficiency level. We further found evidence for publication bias in the included publications. Suggestions for future research are provided.
期刊介绍：
The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills.
Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed.
Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices.
One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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