Can metacognition bring in the ingredients requisite for L2 listening success?

Çağrı Tuğrul Mart
Ishik University
Abstract

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:
Publication history

Date received: 10 March 2021

Date accepted: 11 October 2021

Published online: 31 January 2022

Table of contents

Metacognition has gained wide currency in recent decades and constitutes a major breakthrough in cognitive development. A number of studies establish the importance of promoting metacognition owing to its merits to enable learners to take active role in guiding their own processes of learning (Rhodes, 2019; Mellinger, 2019: Teng, 2019; Stringer & Looney, 2020). The central message is that learners can reach the pinnacle of academic learning by becoming aware of their mental processes. Certainly, metacognition is a powerful predictor of learning that helps learners exhibit greater intellectual enthusiasm for the pursuit of knowledge and develop personal insights into their thinking. Metacognition has emerged as a crucial process that may result in self-perception, increased motivation, ignited thinking and independent learning thereby giving prominence to engagement in metacognition compensates for some of the learners’ limitations in learning (Goh & Hu, 2013).

Full-text access is restricted to subscribers. Log in to obtain additional credentials. For subscription information see Subscription & Price. Direct PDF access to this article can be purchased through our e-platform.

References

Anderson, N. J.
(2002) The role of metacognition in second language teaching and learning. Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics.Google Scholar
Anderson, J. R.
(1981) The architecture of cognition. Harvard University Press.Google Scholar
Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlison, B.
(2003) Ten questions about language awareness. ELT Journal, 57 , 251–260. DOI logoGoogle Scholar
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.Google Scholar
Cross, J.
(2011) Metacognitive instruction for helping less-skilled listeners. ELT Journal, 65 (4), 408–416. DOI logoGoogle Scholar
(2015) Metacognition in l2 listening: Clarifying Instructional theory and practice. TESOL Quarterly, 49 (4), 883–892. DOI logoGoogle Scholar
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.Google Scholar
(2009) The role of metacognitive experiences in the learning process. Psicothema, 21 (1), 76–82.Google Scholar
Ellis, R.
(2008) The study of second language acquisition. Oxford University Press.Google Scholar
Flavell, J. H.
(1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Lawrence Erlbaum Associates.Google Scholar
Flavell, J.
(1979) Metacognition and cognitive monitoring: A new area of cognitive development enquiry. American Psychologist, 34 , 906–911. DOI logoGoogle Scholar
Goh, C.
(2008) Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39 (2), 188–213. DOI logoGoogle Scholar
Goh, C., & Hu, G.
(2013) Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23 (3), 255–274. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Graham, S.
(2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 , 113–117. DOI logoGoogle Scholar
Hartman, H.
(1998) Metacognition in teaching and learning: An introduction. Instructional Science, 26 , 1–3. DOI logoGoogle Scholar
Kluwe, R. H.
(1982) Cognitive knowledge and executive control: metacognition. In D. R. Griffin (Ed.), Animal mind-human mind (pp. 201–224). Springer. DOI logoGoogle Scholar
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 . 1660526. DOI logoGoogle Scholar
(2020) Integrating listening and speaking skills to promote speech production and language development. MEXTESOL Journal, 44 (2), 1–7.Google Scholar
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. DOI logoGoogle Scholar
O’Malley, J. M., & Chamot, A. U.
(1990) Learning strategies in second language acquisition. Cambridge University Press. DOI logoGoogle Scholar
Oxford, R. L.
(1990) Language learning strategies: What every teacher should know. Heinle & Heinle.Google Scholar
Papaleontiou-Louca, E.
(2008) Metacognition and theory of mind. Cambridge Scholars.Google Scholar
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.Google Scholar
Pintrich, P.
(2010) The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41 (4), 219–225. DOI logoGoogle Scholar
Rhodes, M.
(2019) Metacognition. Teaching of Psychology, 46 (2), 168–175. DOI logoGoogle Scholar
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.Google Scholar
Schraw, G.
(1998) Promoting general metacognitive awareness. Instructional Science, 26 (1), 113–125. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Tarricone, P.
(2011) The taxonomy of metacognition. Psychology Press. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Vandergrift, L.
(2005) Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26 (1), 70–89. DOI logoGoogle Scholar
(2008) Learning strategies for listening comprehension. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings. Cromwell Press. DOI logoGoogle Scholar
Vandergrift, L., & Goh, C.
(2012) Teaching and learning second language listening: Metacognition in action. Routledge. DOI logoGoogle Scholar
Wallace, M. P.
(2020) Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 1–40. DOI logoGoogle Scholar
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.Google Scholar
Xiao, Y.
(2007) Applying metacognition in EFL writing instruction in China. Reflections on English Language Teaching, 6 (1), 19–33.Google Scholar
Yeh, H., & Yang, Y.
(2011) Metacognitive process in online text construction. Journal of Educational Technology & Society, 14(3), 82–101.Google Scholar
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. DOI logoGoogle Scholar
(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.Google Scholar
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. DOI logoGoogle Scholar