The effects of metacognitive listening strategy instruction on ESL learners’ listening motivation
listening, motivation, metacognition, strategies
Prior studies examining the effects of listening strategy instruction on motivation have shown a positive correlation between the two. However, the participants of these studies all shared a first language (L1) and were not enrolled in an intensive English program (IEP). This study aims to investigate the correlation between listening strategy instruction and listening motivation in an IEP classroom for students from different L1s. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS), and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 56 participants (control group, n=30; experiment group, n=26) were analyzed using a mixed-effects regression and paired t-test to determine differences after a 7-week treatment period. Results revealed that study participant motivation levels in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.
Original Publication Citation
*Rivera, C.K., Eckstein, G., Eddington, D.S., & McMurry, B. (2021). The effects of metacognitive listening strategy instruction on ESL learners’ listening motivation. Research Papers in Language Teaching and Learning, 11(1), 251-267.
BYU ScholarsArchive Citation
Eckstein, Grant; Rivera, Corbin Kalanikiakahi; McMurry, Benjamin L.; and Eddington, David, "The effects of metacognitive listening strategy instruction on ESL learners’ listening motivation" (2021). Faculty Publications. 6370.
Hellenic Open University
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