Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa / The present study attempted to establish relationships between second or foreign language
learners’ metacognitive awareness and the level of listening comprehension proficiency.
Metacognition is defined as the awareness of the knowledge an individual has or does not
have and to the ability to monitor and control cognitive activities in learning processes
(Flavell, 1979; Maichenbaum, 1985). According to Vandergrift & Goh (2012), listening is
the most commonly used, important, and active skill in oral communication; and yet, it is
the skill which is least likely to be taught effectively and the most underresearched one.
Vandergrift (2004, 2007) and Vandergrift and Goh (2012) proposed a Metacognitive
Pedagogical Sequence that intends to improve students’ use of metacognitive strategies
when performing listening comprehension tasks.
The present research is a quantitative quasi-experimental study which intends to
explore the effects of an implicit metacognitive listening strategy intervention on the
students’ listening comprehension level of proficiency. In order to conduct this research,
two groups were selected as the experimental and control groups. The participants were 12
second year students from the English Linguistics and Literature program offered at
Universidad de Chile. On the one hand, an implicit metacognitive intervention based on the
Pedagogical Sequence was designed for the experimental group and, on the other hand, the
control group continued with their regular listening classes. The students in the
experimental group attended six 45-minute listening instruction sessions given by the
teacher of the Listening subcomponent of the English Language II course.
Two sample versions of the First Certificate in English (FCE) listening
comprehension test were given in order to assess the students’ listening comprehension
proficiency. The first version was used as a pre-test whereas the second version was used as
a post-test. The questionnaire chosen to elicit the data about the students’ level of
metacognitive listening awareness was the Metacognitive Awareness Listening
Questionnaire designed by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006).
Concerning the results of the study, the general averages of the experimental group
listening comprehension tests and of the Metacognitive Awareness Listening
Questionnaires increased. In turn, the metacognitive instruction intervention was
moderately successful. Therefore, it can be claimed that there was a slight improvement on
the students’ listening performance and their metacognitive listening awareness.
| Identifer | oai:union.ndltd.org:UCHILE/oai:repositorio.uchile.cl:2250/137573 |
| Date | January 2016 |
| Creators | Aguilera Escobar, Gonzalo, Illesca Moya, Constanza, Montecinos Negrete, Camila, Sandoval Sepúlveda, Valentina, Navarro Martínez, Constanza, Whipple Duprat, Katherine |
| Contributors | Doddis Jara, Alfonsina, Facultad de Filosofía y Humanidades, Departamento de Lingüística |
| Publisher | Universidad de Chile |
| Source Sets | Universidad de Chile |
| Language | English |
| Detected Language | English |
| Type | Tesis |
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