Listening plays an essential role in enhancing oral communication. The goal of training learners with English listening skill is to help them to have effective communication in their life or workplace. Some educational researchers in the field of cognitive psychology have documented that metacognition may enhance learning. This project holds the assumption that students trained with metacognitive strategies can learn their subjects effectively. The project intends to investigate what kinds of metacognitive strategies Chinese-speaking university students in Taiwan use when listening to authentic texts in English. The Metacognitive Awareness Listening Questionnaire (MALQ) developed by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006) is used a tool to collect the data. The questionnaire contains five dimensions and 21 items in total. The five dimensions include problem-solving (6 items), planning and evaluation (5 items), directed attention (4 items), personal knowledge (3 items), and mental translation (3 items). Vandergrift et al. (2006) had used rigorous statistical processes to validate the items. A pilot study was administered before the formal data collection for the project. One class of 30 participants studying in a public university joined the pilot study. They took an English listening course as an elective course. After receiving four weeks of listening instruction, the participants filled out the MALQ. This paper is to report the results of the pilot study. In general, this report provides helpful suggestions to adjust the data-collection procedure and the procedure of listening instruction integrated with metacognitive strategies.
Lu-Fang Lin, National Taiwan Ocean University, Taiwan