چکیده:
This study aimed to compare the effect of teaching metacognitive listening
strategies through shadowing activity on the listening comprehension of fielddependent
(FD) and field-independent (FI) EFL learners. Since the researcher
had access only to female participants,85 female EFL learners from a language
institute in Tehran, at the pre-intermediate level of proficiency with the age range
of 18-35 were selected out of the initial 120 participants based on their
performance on a piloted PET. The Group Embedded Figures Test (GEFT) was
administered to the selected participants in order to categorize them into the two
experimental groups (49 FD and 36 FI). The participants including both FD and
FI sat in several classes. During a five-week instruction period (twice a week),
both groups practiced listening comprehension for 45 minutes through a
combination of shadowing activity, and metacognitive strategy instruction with
no difference in treatment. The results of the independent samples t-test
demonstrated that there was no significant difference between listening posttest
scores of FI and FD groups. Therefore, it was concluded that metacognitive
strategy training coupled with shadowing activity could be equally beneficial in
terms of listening proficiency for all students regardless of their perceptual
tendency (FD/FI). The findings of the present study have implications for
language teachers regarding metacognitive strategy training and listening
comprehension enhancement.
خلاصه ماشینی:
The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field- Independent EFL Learners’ Listening Comprehension Parastoo Alizadeh Oghyanous 1, Mona Khabiri 2* 1.
10 Abstract This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field- dependent (FD) and field-independent (FI) EFL learners.
: field-dependent/independent, listening comprehension, listening strategies, metacognitive strategies, shadowing Keywords Introduction Obviously, listening is viewed as one of the most important language skills and individual needs to develop, particularly, in English as Foreign Language (EFL) contexts (Nation & Newton, 2009; Vandergrift, 2007).
Research on the instruction of listening comprehension strategy has indicated that learners can be taught to make use of strategies, and that these strategies enhance the quality of their listening comprehension (Liu, as cited in Serri, Boroujeni, & Hesabi, 2012).
Some researchers including Hamada (2011, 2012), Kato (2009), Mochizuki (2006), Kuramoto, Nishida, Isobe, and Shiki (2010) have investigated the impact of shadowing on listening comprehension skills, reproduction rate, and working memory.
Therefore, the current study aimed at answering the following research question: RQ: Is there any significant difference between the effect of teaching metacognitive listening strategy during shadowing activity on field-dependent and field-independent EFL learners’ listening comprehension?
Based on the results of the test, 85 students whose scores fell between one standard deviation above and below the sample mean were selected as the participants of the study in order to discard the learners with very high and low language proficiency level in the selected sample.