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Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction

Published online by Cambridge University Press:  11 December 2017

Hossein Bozorgian  and
Ebrahim Fakhri Alamdari
Hossein Bozorgian
Affiliation:
University of Mazandaran, The Islamic Republic of Iran (email: h.bozorgian@umz.ac.ir)
Ebrahim Fakhri Alamdari
Affiliation:
Islamic Azad University, The Islamic Republic of Iran (email: fakhri.iau.ac@gmail.com)
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Abstract

This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners’ multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N=180) male and female Iranian advanced learners ranging from 16 to 24 years of age in three groups. The first two groups were experimental (n=60), trained through a structured intervention program focusing on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 10 sessions. The learners in the experimental group were involved in 60 minutes of practice twice a week. The third group was a control group (n=60), trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ) were used to track the advanced learners’ multimedia listening comprehension and metacognitive awareness. The results showed that metacognitive instruction through dialogic interaction did improve both the advanced learners’ multimedia listening comprehension and their metacognitive awareness in listening.

Keywords

multimedia listeningmetacognitive instruction through dialogic interactionmetacognitive awareness
Type
Regular papers
Information
ReCALL , Volume 30 , Issue 1 , January 2018 , pp. 131 - 152
Copyright
Copyright © European Association for Computer Assisted Language Learning 2017 

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