Exploring EFL Student-Teachers’ Metacognitive Awareness in Extensive Listening
DOI:
https://doi.org/10.22437/ijolte.v3i2.7961Keywords:
Case study, EFL students, extensive reading, MALQAbstract
Listening plays a vital role in the field of foreign and second language learning. The study aimed to explore which types of metacognitive awareness and how participants employed it when they practiced Extensive listening outside the classroom. The participants involved in the study were two undergraduate students in one of the state universities in Indonesia. Both of them are males majoring in English Department in teaching training faculty. The study used a Case study research design. Semi-structured interview and documentation were used as a tool to collect the data. The instrument was adapted and derived based on Metacognitive Awareness Listening theory of Vandergrift et al (2006). The study revealed that students used problem-solving strategy, person Knowledge, and mental translation. The study implies that students should raise awareness in the listening process by knowing about themselves, listening Task and strategies they use to help their listening development. Besides that, teachers need to use metacognitive instruction to increase students’ metacognitive listening awareness.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations.
IJoLTe keep the rights to articles that have been published. And, the authors are permitted to disseminate published article by sharing the link of IJoLTe' website. Authors are allowed to use their works for any purposes deemed necessary without written permission from IJoLTe with an acknowledgement of initial publication in this journal.
IJoLTe and Magister Program of English Education Department, Universitas Jambi, and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in IJoLTe are the sole and responsibility of their respective authors and advertisers.
If the article was jointly prepared by more than one author, any authors who submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IJoLTe will not be held liable for anything that may arise due to the author(s) internal dispute. IJoLTe will only communicate with the corresponding author.
By submitting the article/manuscript to this journal, the authors agree with this policy and consciously agree that IJoLTe does not provide royalties or other fees to the authors for their published articles. By agreeing this policy, IJoLTe ensures that published articles are publicly accessible and will be free of charge for the readers. No specific document sign-off is required.
Users of this website will be licensed to use materials from this website following the Creative Commons Attribution 4.0 International License. Please use the materials accordingly
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.