1 research outputs found
Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners
This small-scale quasi-experimental study compared the effects of metacognitive strategy
instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL
listeners. Embedded and direct strategy instruction was delivered using the Metacognitive
Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models
respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups
to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test
results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness
Listening Questionnaire (MALQ) were inclusive despite significant improvements in their IELTS
listening scores. No significant development was recorded in the overall MALQ scores but there
were significant changes in three out of the five metacognitive awareness factors. Results further
layered according to participants‟ listening proficiency levels (low, intermediate and high) to
examine if differences existed among the listening levels similarly showed no significant difference.
These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with
strategy instruction, regardless of the instructional approaches