An Investigation on Metacognitive Listening Strategy Use and Listening Anxiety in EFL Classrooms

Year 2021, Volume: 11 Issue: 2, 737 - 751, 01.07.2021

Elçin Ölmezer Öztürk

https://doi.org/10.18039/ajesi.876609

Abstract

Employing a survey design, this study aims to examine learners’ metacognitive listening strategies, their listening anxiety and whether there is a relationship between these two research matters in English as a foreign language (EFL) classrooms. The participants included 112 freshman students at a university context and they were taking a listening and comprehension course during the study. Two scales were used to collect the data for this study; Foreign Language Listening Anxiety Scale (FLLAS) was used to measure the participants’ listening anxiety and Metacognitive Awareness Listening Questionnaire (MALQ) was used to identify their strategy use. The collected data were analysed by using a statistical program and with the help of descriptive statistics. The findings revealed that the participants experienced a moderate level of foreign language listening anxiety. In terms of their metacognitive listening strategy use, problem solving strategies were found to be used the most while mental translation strategies were used the least. It was also found that there was a low positive relationship between the participants’ listening anxiety and their listening strategy use. Furthermore, no significant change was found among low, moderate and high anxious learners in terms of the types of their metacognitive listening strategy use. Parallel with those findings, the study offers several suggestions for practitioners to apply in language classrooms and for researchers to further investigate the nature of these two phenomena.

Keywords

foreign language listening anxiety, metacognitive strategy use, Turkish EFL learners

İngilizcenin Yabancı Dil Olarak Öğretildiği Sınıflarda Yabancı Dil Dinleme Kaygısı ve Üst Bilişsel Strateji Kullanımı Üzerine Bir Araştırma

Abstract

Bu çalışma, İngilizcenin yabancı dil olarak öğretildiği sınıflarda öğrencilerin üstbilişsel dinleme stratejilerini, dinleme kaygılarını ve bu iki araştırma olgusu arasında bir ilişki olup olmadığını incelemeyi amaçlamaktadır. Çalışmanın katılımcılarını, bir devlet üniversitesinin İngilizce öğretmenliği programında öğrenim gören ve çalışma esnasında dinleme ve anlama dersini alan 122 birinci sınıf öğrencisi oluşturmaktadır. Çalışmanın verilerini toplamak amacıyla iki temel araç kullanılmıştır; katılımcıların dinleme kaygısını ölçmek için Yabancı Dil Dinleme Kaygısı Ölçeği (FLLAS), strateji kullanımlarını belirlemek için ise Üstbilişsel Farkındalık Dinleme Anketi (MALQ) kullanılmıştır. Toplanan veriler istatistiksel bir program kullanılarak ve tanımlayıcı istatistikler yardımıyla analiz edilmiştir. Bulgular, katılımcıların orta düzeyde yabancı dil dinleme kaygısı yaşadıklarını ortaya koymuştur. Üstbilişsel dinleme stratejisi kullanımları açısından problem çözme stratejilerinin en çok kullanılan strateji olduğu, zihinsel çeviri stratejilerinin ise en az kullanıldığı görülmüştür. Katılımcıların dinleme kaygısı ile dinleme stratejisi kullanımları arasında düşük pozitif bir ilişki olduğu da bulunmuştur. Ayrıca düşük, orta ve yüksek kaygılı öğrenciler arasında üstbilişsel dinleme stratejisi kullanım türleri açısından anlamlı bir değişiklik bulunmamıştır. Bu bulgularla paralel olarak, bu iki olgunun sınıf içi pratik yönlerine ve araştırma alanlarına yönelik bazı öneriler getirilmiştir

Keywords

yabancı dilde dinleme kaygısı, üstbilişsel strateji kullanımı, İngilizceyi yabancı dil olarak öğrenen Türk öğrenciler

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