Article published In:
AILA ReviewVol. 34:2 (2021) ► pp.262–273
Can metacognition bring in the ingredients requisite for L2 listening success?
Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.
Keywords: metacognition, metacognitive strategies, awareness, language learning, listening proficiency
Article outline
- 1.Introduction
- 2.Metacognition
- 3.Metacognition and language learning
- 4.Metacognition and L2 listening
- 5.Conclusion
-
References
References (42)
Anderson, N. J.
(2002) The role of metacognition in second language teaching and learning. Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics.
Anderson, J. R.
(1981) The architecture of cognition. Harvard University Press.
Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlison, B.
(2003) Ten questions about language awareness. ELT Journal,
57
1, 251–260. 
Chamot, A. U., & O’Malley, J. M.
(1994) Language learner and learning strategies. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 371–392). Academic Press.
Cross, J.
(2011) Metacognitive instruction for helping less-skilled listeners. ELT Journal,
65
(4), 408–416.
(2015) Metacognition in l2 listening: Clarifying Instructional theory and practice. TESOL Quarterly,
49
(4), 883–892.
Efklides, A.
(2001) The systematic nature of metacognitive awareness. In P. Chambers, M. Izaute, & P. J. Marescaux (Eds.), Metacognition: Process, function and use (pp. 19–34). Kluwer.
(2009) The role of metacognitive experiences in the learning process. Psicothema,
21
(1), 76–82.
Ellis, R.
(2008) The study of second language acquisition. Oxford University Press.
Flavell, J. H.
(1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Lawrence Erlbaum Associates.
Flavell, J.
(1979) Metacognition and cognitive monitoring: A new area of cognitive development enquiry. American Psychologist,
34
1, 906–911.
Goh, C.
(2008) Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal,
39
(2), 188–213.
Goh, C., & Hu, G.
(2013) Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness,
23
(3), 255–274.
Goh, C.
(2018) Metacognition in second language listening. In J. Liontas & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley & Sons.
Graham, S.
(2011) Self-efficacy and academic listening. Journal of English for Academic Purposes,
10
1, 113–117.
Hartman, H.
(1998) Metacognition in teaching and learning: An introduction. Instructional Science,
26
1, 1–3.
Kluwe, R. H.
(1982) Cognitive knowledge and executive control: metacognition. In D. R. Griffin (Ed.), Animal mind-human mind (pp. 201–224). Springer.
Mart, Ç. T.
(2019) A comparison of form-focused, content-based and mixed approaches to literature-based instruction to develop learners’ speaking skills. Cogent Education,
6
1. 1660526.
(2020) Integrating listening and speaking skills to promote speech production and language development. MEXTESOL Journal,
44
(2), 1–7.
Mellinger, C.
(2019) Metacognition and self-assessment in specialized translation education: Task awareness and metacognitive bundling. Perspectives. Studies in Translation Theory and Practice,
27
(4), 604–621.
O’Malley, J. M., & Chamot, A. U.
(1990) Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. L.
(1990) Language learning strategies: What every teacher should know. Heinle & Heinle.
Papaleontiou-Louca, E.
(2008) Metacognition and theory of mind. Cambridge Scholars.
Paris, S. G., & Winograd, P.
(1990) How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Lawrence Erlbaum Associates.
Pintrich, P.
(2010) The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice,
41
(4), 219–225.
Rhodes, M.
(2019) Metacognition. Teaching of Psychology,
46
(2), 168–175.
Schmidt, R., & Watanabe, Y.
(2001) Motivation, strategy use, and pedagogical preferences in foreign language learning. In Z. Dornyei & R. Schmidt (Eds), Motivation and second language acquisition (pp. 313–359). University of Hawaii, Second Language Teaching Center.
Schraw, G.
(1998) Promoting general metacognitive awareness. Instructional Science,
26
(1), 113–125.
Stringer, T., Looney, K.
(2020) The role of metacognition in mindfulness interventions with Japanese EFL university students. Learning: Research and Practice, 7(2), 179–195.
Tan, Y. H., & Tan, S. C.
(2010) A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology,
26
(7), 1075–1089.
Tarricone, P.
(2011) The taxonomy of metacognition. Psychology Press.
Teng, F.
(2019) The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching,
14
(5), 436–450.
Vandergrift, L.
(2005) Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics,
26
(1), 70–89.
(2008) Learning strategies for listening comprehension. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings. Cromwell Press.
Vandergrift, L., & Goh, C.
(2012) Teaching and learning second language listening: Metacognition in action. Routledge.
Wallace, M. P.
(2020) Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 1–40.
Wenden, A. L.
(2001) Metacognitive knowledge in SLA: The neglected variable. In M. P. Breen (Ed.), Student contributions to language learning: New directions in research (pp. 44–64). Pearson Education.
Xiao, Y.
(2007) Applying metacognition in EFL writing instruction in China. Reflections on English Language Teaching,
6
(1), 19–33.
Yeh, H., & Yang, Y.
(2011) Metacognitive process in online text construction. Journal of Educational Technology & Society, 14(3), 82–101.
Zhang, L. J., & Zhang, D.
(2018) Metacognition in TESOL: Theory and practice. In J. Liontas & A. Shehadeh (Eds.), The TESOL encyclopedia of English language teaching (pp. 682–792). John Wiley & Sons.
(2013) Thinking metacognitively about metacognition in second and freign language learning, teaching, and research: Toward a dynamic metacognitive systems perspective. Contemporary Foreign Language Studies,
396
(12), 111–121.
Zhang, D., & Zhang, L. J.
(2019) Metacognition and self-regulated learning (SRL) in second/foreign language teaching. In X. Gao (Ed.), Second handbook of English language teaching (pp 2–12). Springer.