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Thai EFL Listeners’ Use of Metacognitive and Cognitive Strategies |
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| รหัสดีโอไอ | |
| Creator | Munir Laeha |
| Title | Thai EFL Listeners’ Use of Metacognitive and Cognitive Strategies |
| Contributor | Chonlada Laohawiriyanon |
| Publisher | Faculty of Liberal Arts, Prince of Songkla University |
| Publication Year | 2565 |
| Journal Title | Journal of Liberal Arts, Prince of Songkla University |
| Journal Vol. | 14 |
| Journal No. | 2 |
| Page no. | 112-140 |
| Keyword | L2 listening comprehension strategies, L2 proficiency, orchestrated strategies, embedded metacognitive instruction |
| URL Website | https://so03.tci-thaijo.org/index.php/journal-la/index |
| Website title | Journal of Liberal Arts, Prince of Songkla University |
| ISSN | 2651-1126 |
| Abstract | The aims of this study were to investigate the listening strategy use of listeners with different proficiency levels and how they employed listening strategies. Thirty students participated in the study; 16 were categorized as high proficiency listeners (HPLs) and 14 as low proficiency listeners (LPLs). To collect data, the participants were required to individually listen to an aural input, complete the listening task, and participated in immediate stimulated recall to report how they completed the task. The data were transcribed verbatim and analyzed based on Anderson’s three-phase model (1995) and Vandergrift’s taxonomy (2007). Findings illustrated that both groups employed metacognitive and cognitive listening strategies. However, HPLs possessed a wider listening strategy repertoire than their counterparts. They employed seven strategies comprising four metacognitive (advanced organization, selective attention, self-management, and comprehension monitoring) and three cognitive strategies (linguistic inference, world elaboration and repetition), while LPLs used four strategies i.e., one metacognitive (selective attention), and three cognitive strategies (linguistic inference, world elaboration, and repetition). In addition, HPLs depended on different strategies orchestration whereas LPLs relied heavily on repetition in orchestration with other strategies (i.e., selective attention, and elaboration). It is suggested that teachers should incorporate embedded metacognitive instruction in their listening class to enhance low proficiency listeners’ ability. |
