EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening

Most Iranian learners face several difficulties when they need to listen to recordings in English or their lecturers' speech in English because they do not know how to employ the listening skills and listening strategies to understand the texts. Therefore, the purpose of this case study was to...

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Main Authors:	Bidabadi, Farinaz Shirani, Hamidah Yamat
Format:	Article
Language:	English
Published:	Penerbit UKM 2013
Online Access:	http://journalarticle.ukm.my/6592/ http://journalarticle.ukm.my/6592/ http://journalarticle.ukm.my/6592/1/4219-9719-1-SM.pdf

id	ukm-6592
recordtype	eprints
spelling	ukm-65922013-10-17T01:52:29Z http://journalarticle.ukm.my/6592/ EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening Bidabadi, Farinaz Shirani Hamidah Yamat, Most Iranian learners face several difficulties when they need to listen to recordings in English or their lecturers' speech in English because they do not know how to employ the listening skills and listening strategies to understand the texts. Therefore, the purpose of this case study was to explore how Iranian female freshman learners, who are learning English as a foreign language (EFL) at tertiary level, listen to English texts in classrooms and what are their perceptions towards the use of meta-cognitive processes and strategies while listening to English texts. 84 Iranian EFL female freshman university learners who are majoring in Teaching English as a Foreign Language (TEFL), in the west of Esfahan, Iran participated in this study. They are native speakers of Farsi/Persian aged 18. Based on the scores obtained from Oxford Placement Test (OPT), they are placed in intermediate proficiency level category. The descriptive analysis of the four factors of Meta-cognitive Awareness Listening Strategies (planning and evaluation, problem-solving, personal knowledge, and directed knowledge) reveals that the learners employ directed knowledge strategies more frequently, followed by planning and evaluating, problem-solving, and personal knowledge strategies respectively. Furthermore, analysis from the qualitative data also supported the use of these four key factors in the meta-cognitive strategies, which contributed to how EFL learners understand and listen to English texts. The study implies that meta-cognitive strategies should be explicitly infused in the teaching and learning of listening activities in the classrooms. Penerbit UKM 2013-09 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6592/1/4219-9719-1-SM.pdf Bidabadi, Farinaz Shirani and Hamidah Yamat, (2013) EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening. GEMA: Online Journal of Language Studies, 13 (3). pp. 31-43. ISSN 1675-8021 http://ejournal.ukm.my/gema
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Most Iranian learners face several difficulties when they need to listen to recordings in English or their lecturers' speech in English because they do not know how to employ the listening skills and listening strategies to understand the texts. Therefore, the purpose of this case study was to explore how Iranian female freshman learners, who are learning English as a foreign language (EFL) at tertiary level, listen to English texts in classrooms and what are their perceptions towards the use of meta-cognitive processes and strategies while listening to English texts. 84 Iranian EFL female freshman university learners who are majoring in Teaching English as a Foreign Language (TEFL), in the west of Esfahan, Iran participated in this study. They are native speakers of Farsi/Persian aged 18. Based on the scores obtained from Oxford Placement Test (OPT), they are placed in intermediate proficiency level category. The descriptive analysis of the four factors of Meta-cognitive Awareness Listening Strategies (planning and evaluation, problem-solving, personal knowledge, and directed knowledge) reveals that the learners employ directed knowledge strategies more frequently, followed by planning and evaluating, problem-solving, and personal knowledge strategies respectively. Furthermore, analysis from the qualitative data also supported the use of these four key factors in the meta-cognitive strategies, which contributed to how EFL learners understand and listen to English texts. The study implies that meta-cognitive strategies should be explicitly infused in the teaching and learning of listening activities in the classrooms.
format	Article
author	Bidabadi, Farinaz Shirani Hamidah Yamat,
spellingShingle	Bidabadi, Farinaz Shirani Hamidah Yamat, EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening
author_facet	Bidabadi, Farinaz Shirani Hamidah Yamat,
author_sort	Bidabadi, Farinaz Shirani
title	EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening
title_short	EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening
title_full	EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening
title_fullStr	EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening
title_full_unstemmed	EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening
title_sort	efl learners’ perceptions towards meta-cognitive strategy use in english language listening
publisher	Penerbit UKM
publishDate	2013
url	http://journalarticle.ukm.my/6592/ http://journalarticle.ukm.my/6592/ http://journalarticle.ukm.my/6592/1/4219-9719-1-SM.pdf
first_indexed	2023-09-18T19:47:20Z
last_indexed	2023-09-18T19:47:20Z
_version_	1777405987888562176

EFL Learners’ perceptions towards meta-cognitive strategy use in English language listening

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