An Investigation into Effects of Metacognitive Intervention through Dialogic Interaction on Multimedia Listening and Metacognitive Awareness of EFL Learners

مطالعات زبان و ترجمه

Article 18, Volume 55, Issue 2, June 2022, Pages 193-223   

Document Type: Research Article

DOI: 10.22067/jlts.2021.71143.1055

Authors

Ebrahim Fakhri Alamdari^{* 1}; Hossein Bozorgian²

¹Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran

²Department of English Language and Literature, University of Mazandaran, َBabolsar, Iran

Abstract

Listening has recently attracted the attention of both researchers and practitioners worldwide and research into L2 listening strategy use has focused on metacognitive strategies. The present study is an attempt to investigate the effects of metacognitive intervention through dialogic interaction on upper-intermediate Iranian EFL learners’ multimedia listening and their metacognitive awareness in listening. The sample of the study included 720 male and female Iranian upper-intermediate learners ranging from 15 to 23 years of age in three groups. The first two groups, which were experimental (N=480), were trained through a structured intervention program with a focus on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 15 sessions. The students in the experimental group were involved in 60 minutes of practice twice a week. The third group was the control group (N=240) wherein the students were trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire were used to track the upper-intermediate learners’ listening comprehension and metacognitive awareness. The results showed that metacognitive intervention through dialogic interaction did improve both the upper-intermediate learners’ multimedia listening and their metacognitive awareness in listening. The results also revealed that the EFL learners in the first experimental group outperformed their peers in the second experimental group in both multimedia listening and metacognitive awareness.

Keywords

Multimedia Listening; Metacognitive Instruction through Dialogic Interaction; Metacognitive Awareness; EFL Learners

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