Learner Reflections: Metacognitive Knowledge Approaches in L2 Listening Instruction

Abstract

The present study investigates how learners listen when reflecting on their metacognitive knowledge in L2 (second language) listening. Metacognitive knowledge elicits how learners process, control, or direct their listening approach. The intervention in a pre-sessional English for Academic Purposes (EAP) program consisted of five listening lessons delivered to two groups: self-led learners (n = 13) and classroom instruction learners (n = 11). Qualitative data, collected through listening journals and focus groups, show the learners’ person, task, and strategy knowledge. The results showed that after receiving metacognitive instruction, both groups approached using the listening tasks differently but identified the same difficulties. Classroom instruction learners used peer discussions, while self-led learners prioritized vocabulary activities to understand the listening text. Both groups found resource familiarity and topic knowledge helpful for their listening comprehension but had difficulties taking notes while listening. These findings indicate how learners can use metacognitive knowledge to address their individual learning needs to help their listening comprehension.

摘要

本研究藉由讓學習者反思L2聽力的後設認知知識以探討學習者是如何進行聽力的。後設認知知識引出了學習者如何處理、控制或指引他們的聽力方法。學期前的學術英語(EAP)課程的介入包含了為兩組學生提供五堂聽力課：自主學習者(n=13)和課堂教學學習者(n=11)。透過聽力日誌和焦點小組搜集的質性數據顯示了學習者個人、任務和策略知識。研究結果顯示，在接受後設認知指導後，兩組學生以不同的方法進行聽力任務，但均發現相同的困難。課堂教學學習者使用同儕討論，而自主學習者則優先使用字彙活動來理解聽力文本。兩組學習者都認為資源熟悉度和主題知識有助於他們的聽力理解，但邊聽邊記筆記均有困難。這些研究結果顯示，學習者可以利用後設認知知識來滿足個人的學習需求，以幫助他們的聽力理解。

Appendix

Fig. 2

Listening journal example

Fig. 3

Focus group prompts