Interplay of Working Memory Capacity with Implicit/Explicit Metacognitive Strategy Instruction: Listening Comprehension Performance in Focus
محورهای موضوعی : نشریه زبان و ترجمه
Parisa Mohamadpour
1
,
امید طباطبایی
2
1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران
کلید واژه: Listening comprehension, working memory capacity, Explicit Strategy Instruction, Implicit Strategy Instruction, Performance Metacognition,
چکیده مقاله :
This study investigated the differential effect of implicit/explicit metacognitive strategy instruction on the listening comprehension performance of Iranian EFL learners. It also explored the possible interaction of metacognitive strategy instruction with EFL learners’ working memory capacity. To achieve these objectives, 63 EFL learners were selected as participants based on their performance on a placement test and were randomly assigned to two experimental (implicit/explicit metacognitive strategy instruction) and two control (active and passive) groups. A task-based explicit metacognitive strategy instruction model was implemented in the explicit group. The implicit group received instruction based on a hybrid metacognitive strategy instruction model. All participants took the Automated Operation Span Test (AOST) as well as a PET listening paper. They also took the listening section of the FCE as their transfer test. The obtained results revealed that while both implicit and explicit metacognitive strategy instructions significantly affected the participants’ listening comprehension performance, explicit instruction was of greater effect. The results also showed that listening comprehension variations were not significant in the active control group, which indicated that no positive results can be achieved just by introducing strategies without contextualizing them in practice. Working memory capacity (WMC) also showed to be of significant predictive power for listening comprehension improvement in the explicit instruction group. Finally, the findings of the study demonstrated that implicit metacognitive strategy instruction works much better for learners with limited WMC or groups of learners with heterogeneous WMCs.
این مطالعه به بررسی تأثیر متقابل آموزش راهبرد فراشناختی ضمنی و صریح و ظرفیت حافظه فعال فراگیران پرداخته است. بدین منظور 63 زبان‌آموز انگلیسی به عنوان شرکت‌کننده بر اساس آزمون تعیین سطح مشخص شده و به شکل تصادفی در دو گروه آزمایشی (آموزش راهبرد فراشناختی ضمنی و آشکار) و دو گروه کنترل (فعال و غیرفعال) قرار گرفتند. در گروه آموزش صریح، یک مدل دستورالعمل راهبرد فراشناختی آشکار اجرا شد و گروه ضمنی دستورالعمل‌هایی را بر اساس یک مدل دستورالعمل راهبرد فراشناختی تلویحی دریافت کرد. همه شرکت‌کنندگان در آزمونهای اندازه گیری عمل کرد حافظه فعال و همچنین بخش درک شنیداری PET شرکت کردند. آنها همچنین بخش شنیداری FCE را به عنوان آزمون انتقال دریافت کردند. نتایج نشان داد در حالی که دستورالعمل‌های راهبردی فراشناختی ضمنی و آشکار به طور معنی دار به عملکرد درک شنیداری منجر می‌شوند، آموزش صریح از اندازه اثر بزرگتری برخوردار است. تغییرات درک شنیداری در گروه کنترل فعال معنی دار نبود که نشان دهنده مثبت نبودن نتیجه در اثر صرفاً ارائه راهبردها بدون زمینه سازی در عمل بود. ظرفیت حافظه فعال همچنین نشان داد در پیش‌بینی بهبود درک شنیداری در گروه آموزش صریح قدرت بیشتری دارد. این مطالعه نشان داد آموزش راهبردی فراشناخت ضمنی برای فراگیرانی که ظرفیت محدود حافظه فعال یا ظرفیت حافظه فعال ناهمگن دارند بسیار بهتر عمل می‌کند.
Ahmadian, M. J. (2020). Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role? Language Teaching Research, 24(2), 163-188.
Chamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The learning strategies handbook. Addison Wesley Longman.
De Boer, H., Donker, A. S., Kostons, D. D., & van der Werf, G. P. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analy sis. Edu cational Research R e v I e w, 24, 98-115.
Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning – Evidence from classroom observation studies. Educational Psychology Review, 33, 489-533.
Ellis, R. & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.
Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language teachers' belief s. System, 80, 107-119.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood (Ed.), Materials in ELT: Theory and practice (pp. 179-206). Cambridge University Press.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747-783.
Guan, Y. (2014). The effects of explicit listening strategy instruction on the listening comprehension of English as second language (ESL) community college students. University of San Francisco.
McNamara, D. S., & Scott, J. L. (2001). Working memory capacity and strategy use. Memory & Cognition, 29(1), 10-17.
Mohamadpour, P., Talebinejad, M. R., & Tabatabaei, O. (2017). Task-based metacognitive instruction approach to self-regulation in listening comprehe nsion. Iranian Journal of English for Academic Purposes, 6(2), 33-49.
Nasrollahi, A., & Birjandi, P. (2016). Motivational beliefs, self-regulation and EFL listening achievement: A path analysis. Journal of Teaching Language Skills, 35(3), 91-118.
Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51(2), 102-116.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L. (2011). Teaching and researching: Language learning strategies. London: Pearson Linguistics.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Rahimirad, M., & Shams, M. R. (2014). The effect of activating metacognitive strategies on listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176.
Rost, M. (2013). Teaching and researching: Listening. Routledge.
Rost, S., & Rost, M. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235-273.
Swanson, H.L., Kehler, P., & Jerman, O. (2010). Working memory, strategy knowledge, and strategy instruction in children with reading disabilities. Journal of Learning Disabilities, 43(1), 24-47.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2004). Learning to listen or listening to learn? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390-416.
Vandegrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
Vandergrift, L., & Tafaghodtari, M. Z. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-479.
Veenman, M. V. J. (2017). Learning to self-monitor and to self-regulate. In R.E. Mayer Y P.A. Alexaner (Eds.), handbook of research on learning and instruction. 2nd (revised ed., pp 233-257). New York: Routledge.
Wen, Z., Mota, M. B., & McNeill, A. (2015). Working memory in second language acquisition and processing (Vol. 87). London: Multilingual Matters.
Yi, G. (2014). The effects of explicit listening strategy instruction on the listening comprehension if English as second language (ESL) community college students. Unpublished doctoral dissertation. University of San Francisco, USA.
Zeng, Y., & Goh, C. C. M. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. Studies in Second Language
