Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language

Fidel Çakmak

doi:10.52597/buje.994818

TR EN

İkinci Dilde Özdenetimli Mobil Dinleme Ortamında Navigasyon Stratejileri ve Üstbilişsel Farkındalık

Öz

Bu çalışma, özdenetimli bir mobil öğrenme ortamında, ikinci dil öğrenenlerin dinleme sırasında kullandıkları navigasyon stratejilerini ve mobil destekli dinlemeye ilişkin üstbilişsel farkındalığın dinlediğini hatırlama, rastlantısal kelime öğrenimi ve dinleme süresi ile ilişkili olup olmadığını araştırmayı amaçlamıştır. İkinci dil yeterliği düşük düzeyde olan öğrenciler iki deney grubuna rastgele atanmıştır: dinleme esnasında ses kontrol araçlarına erişimi olan deney grubu ve ses kontrol araçlarına erişimi olmayan grup. Her iki gruptaki katılımcılar Üstbilişsel Farkındalık Dinleme Anketini (MALQ) cevapladıktan sonra 13.56 dakikalık bir hikâyeyi cep telefonundan dinleyerek hatırladıklarını yazmaları istenmiş ve daha önce bilgilendirilmedikleri kelime testleri verilmiştir. Sonuçlar, dinleme sürecini kontrol etmelerine izin verilen deney grubundaki katılımcıların ilk dinlemede global ve analitik dinleme stratejilerini eşit olarak tercih ettiklerini, ikinci dinlemede ise analitik stratejiler kullanma eğiliminde olduklarını göstermiştir. Ayrıca, dinleme sürecini kontrol etmenin dinlediğini hatırlama ve rastlantısal kelime öğrenme açısından herhangi bir üstünlüğü gözlemlenmemiştir. Son olarak, öğrencilerin üstbilişsel strateji kullanımları ile dinlediğini hatırlama, tesadüfi kelime öğrenme ve dinleme görevine harcadıkları zaman arasında farklı ilişki örüntüleri gözlemlenmiştir

Anahtar Kelimeler

İkinci dilde dinleme stratejileri, ikinci dilde mobil destekli dinleme, üstbilişsel farkındalık, ikinci dilde özdenetimli dinleme, rastlantısal kelime öğrenimi

Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language

Öz

This study aimed to explore what navigating strategies L2 learners use during listening in a self-regulated mobile learning environment and whether or not metacognitive awareness about mobile-assisted listening correlated to text recall, incidental vocabulary learning and listening duration when learners regulated their listening. Learners with a low-level L2 proficiency were randomly assigned to an experimental group where they were allowed to control the listening process through audio control tools and a control group that was not allowed such control. Both groups listened to a 13.56-minute-long story on a mobile phone. Before listening, the Metacognitive Awareness Listening Questionnaire (MALQ) was administered. After listening, the participants were given a recall task and unannounced vocabulary tests. The results indicated that the participants who were allowed to regulate their listening preferred global and analytical listening strategies equally during the first listening while they tended to utilize analytical strategies during the second listening. The findings did not show any advantages of self-regulation for either text recall or incidental vocabulary learning. Finally, different patterns of relationships were observed between the learners’ reported metacognitive strategy use and their recall and incidental vocabulary learning scores as well as the amount of time they spent on the listening task

Anahtar Kelimeler

L2 listening strategies, mobile-assisted L2 listening, metacognitive awareness, self-regulated L2 listening, incidental vocabulary learning

Kaynakça

Al-Alwan, A., Asassfeh, S., & Al-Shboul, Y. (2013). EFL learners' listening comprehension and awareness of metacognitive strategies: How are they related? International Education Studies, 6(9), 31-39. http://doi.org/10.5539/ies.v6n9p31
Alexander, P.A., & Jetton, T. L. (2003). Learning from traditional and alternative texts: New conceptualization for an information age. In A. C. Graesser, M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 199-241). Erlbaum. https://doi.org/10.1007/987-1-4419-5546-3
Allen, D. (1992). Oxford placement test 2 (New edition). Oxford University Press.
Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280. https://doi.org/10.1080/17501229.2013.836207
Bozorgian, H., & Fakhri Alamdari, E. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL, 30(1), 131-152. doi.org/10.1017/S0958344016000240
Blanco, M., & Guisado, J. J. (2012). Exploring the listening process to inform the development of strategy awareness-raising materials. The Language Learning Journal, 40(2), 223-236. https://doi.org/10.1080/09571736.2011.621548
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20, 136-163. https://files.eric.ed.gov/fulltext/EJ815119.pdf
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994-2012. Language Learning and Technology, 17(3), 157-225. http://dx.doi.org/10125/44344
Burston, Jack. (2014). The reality of MALL: Still on the fringes. CALICO Journal, 31, 103-125. http://doi.org/10.11139/cj.31.1.103-125
Cao, Z., & Lin, Y. (2020). A study on metacognitive strategy use in listening comprehension by vocational college students. English Language Teaching, 13(4), 127-139. https://doi.org/10.5539/elt.v13n4p127

Cardenas-Claros, M. S., & Gruba, P. A. (2014). Listening interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228-245. https://doi.org/10.1080/09588221.2012.724425
Chang, C., & Chang, C-K. (2014). Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity. The EuroCALL Review, 22(1). http://dx.doi.org/10.3390/languages5020021
Cottam, M. (2010). The effects of visual and textual annotations on Spanish listening comprehension, vocabulary acquisition and cognitive load. Unpublished doctoral dissertation. Arizona State University.
Cross, J. (2014). Promoting autonomous listening to podcasts: A case study. Language Teaching Research, 18(1), 8-32. https://doi.org/10.1177/1362168813505394
Çakmak, F. (2014). Exploring the role of multimedia glosses and strategy use in second language listening comprehension and incidental vocabulary learning in a mobile environment. Unpublished doctoral dissertation. Boğaziçi University.
Çakmak, F., & Erçetin, G. (2018). Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening. ReCALL, 30(1), 24. https://doi.org/10.1017/S0958344017000155
Çakmak, F., & Erçetin, G. (2018). Metacognitive awareness about listening in self-regulated L2 listening in a mobile environment. In J. Colpaert, A. Aerts & F. Cornillie (Eds.), Call your data:
Proceedings (pp. 92-100). University of Antwerp. https://www.call2018.org/wp-content/uploads/2018/07/proceedings-CALL-2018.pdf
Deimann, M., & Keller, J. M. (2006). Volitional aspects of multimedia learning. Journal of Educational Multimedia and Hypermedia, 15(2), 137-158. https://www.learntechlib.org/primary/p/6140/.
Desmarais, L., Laurier, M., & Renie, D. (1998). The analysis of navigation patterns in CALL. Computer Assisted Language Learning, 11(3), 309-315. https://doi.org/10.1076/call.11.3.309.5681
Ehrich, J. F., & Dunstan, B. H. (2018). Rasch analysis of the metacognitive awareness listening questionnaire (MALQ), International Journal of Listening, 33(02), 1-13. https://doi.org/10.1080/10904018.2017.1418350
Fahim, M., & Fakhri Alamdari, E. (2014). Exploring the effect of the model of metacognitive instruction on the listening performance of EFL learners. International Journal of Research Studies in Language Learning, 3(3), 79-91. https://doi.org/ 10.5861/ijrsll.2014.700
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Fuente, M. J. (2014). Learners' attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276. https://doi.org/10.1080/09588221.2012.733710
Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16, 413-425. https://doi.org/10.1076/call.16.5.413.29488
Hwang, W. Y., Huang, Y. M., Shadiev, R., Wu, S. Y., & Chen, S. L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503-516. https://doi.org/10.14742/ajet.237
Johnson, R. E. (1970). Recall of prose as a function of the structural importance of the linguistic units. Journal of Verbal Learning and Verbal Behavior, 9, 12-20. https://psycnet.apa.org/doi/10.1016/S0022-5371(70)80003-2
Jones, L. (2002). Using technology in language teaching and listening comprehension: Revisiting what teachers should know and do. IALLT Journal of Language Learning Technologies, 34(2), 25-53. https://journals.ku.edu/IALLT/article/download/8360/7875/
Kukulska-Hulme, A., & Bull, S. (2009). Theory-based support for mobile language learning: Noticing and recording. International Journal of Interactive Mobile Technologies, 3(2), 12-18. https://doi.org/10.3991/ijim.v3i2.740
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 21(4), 317-335. http://dx.doi.org/10.1080/09588221.2011.568417
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-76. http://dx.doi.org/10125/25073
Lavine, R. (1992). Rediscovering the audio language laboratory: Learning through communicative tasks. Hispania, 75(5), 1360-1367. https://doi.org/10.2307/344408
Li, W. (2013). A study of metacognitive awareness of non-English majors in L2 Listening. Journal of Language Teaching and Research, 4(3), 504-510. https://doi.org/10.4304/jltr.4.3.504-510
Luzon, M., J., & Gonzalez, M. I. (2006). Using the Internet to promote autonomous learning 12 in ESP. In E. Arno, A. Soler, & C. Rueda (Eds.), Information Technologies in Language for specific purposes, issues and prospects, (pp. 177-190). Springer. https://doi.org/10.1007/978-0-387-28624-2
Matthews, J., & O’Toole, J. M. (2013). Investigating an innovative computer application to improve L2 word recognition from speech. Computer Assisted Language Learning, 28(4), 1-19. https://doi.org/10.1080/09588221.2013.864315
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
Ngo, N. T. H. (2015). Some insights into listening strategies of learners of English as a foreign language in Vietnam. Language, Culture and Curriculum, 28(3), 311-326. https://doi.org/10.1080/07908318.2015.1080721
Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centered mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26(2), 1-20. https://doi.org/10.1080/09588221.2011.649484
Palalas, A. (2011). Mobile-assisted language learning: Designing for your students. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: Views of emergent researchers (pp. 71-94). Research-publishing.net. https://files.eric.ed.gov/fulltext/ED574599.pdf
Pardo- Ballester, C. (2012). CALL evaluation: Students’ perception and use of LoMásTv. CALICO Journal, 29(3), 532-547. https://doi.org/ 10.11139/cj.29.3.532-547
Plass, J. L., & Jones, L. C. (2005). Multimedia learning in second language acquisition. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 467-488). Cambridge University Press. https://psycnet.apa.org/doi/10.1017/CBO9780511816819.030
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational
Psychology, 90(1), 25-36. https://psycnet.apa.org/doi/10.1037/0022-0663.90.1.25
Pujolà, J. T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235-262. https://doi.org/10.1017/S0958344002000423
Rahimi M., & Katal M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161. https://doi.org/ http://dx.doi.org/10.1016/j.chb.2012.01.025
Read, T., Kukulska-Hulme, A., & Barcena, E. (2021). Supporting listening comprehension by social network-based interaction in mobile assisted language learning. Porta Linguarum, 35, 295-309. https://doi.org/10.30827/portalin.v0i35.15341
Read, T., & Barcena, E. (2016). Metacognition as scaffolding for the development of listening comprehension in a social MALL App. RIED, 19(1), 103-120. https://doi.org/10.5944/ried.19.1.14835
Rivens-Mompean, A., & Guichon, N. (2009). Assessing the use of aids for a computer-mediated task: Taking notes while listening. JALT CALL Journal 5(2), 45-60. https://doi.org/10.29140/jaltcall.v5n2.79
Robin, R. (2007). Learner-based listening and technological authenticity. Language Learning and Technology, 11, 109-115. http://dx.doi.org/10125/44092
Rost, M. (1994). Introducing listening. Penguin Group.
Rost, M. (2011). Teaching and researching listening (2nd ed.). Pearson.
Roussel, S. (2011). A computer assisted method to track listening strategies in second language learning. ReCALL, 23(2), 98-116. https://doi.org/10.1017/S0958344011000036
Roussel, S., & Tricot, A. (2012). A tentative approach to analysing listening strategies in CALL. Social and Behavioral Sciences Procedia Social and Behavioral Sciences, 34, 193-197. https://doi.org/ 10.1016/j.sbspro.2012.02.038
Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19, 285-307. https://psycnet.apa.org/doi/10.1007/s10648-007-9046-3
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. https://doi.org/10.1017/S0958344008000232
Stockwell, G. (2013). Tracking learner usage of mobile phones for language learning outside of the classroom. CALICO Journal, 118-136. https://journal.equinoxpub.com/Calico/article/view/7922
Tavakoli, M., Shahraki, S., & Rezazadeh, M. (2012). The relationship between metacognitive awareness and EFL listening performance: focusing on IELTS higher and lower scorers. The Journal of
Language Teaching and Learning, 2, 24-37. https://arastirmax.com/en/system/files/dergiler/20415/makaleler/2/2/ arastirmax-relationship-between-metacognitive-awareness-and-efl-listening- performance-focusing-ielts-higher-and-lower-scorers_0.pdf
Toapanta Túarez, J. L. T. (2018). Metacognitive instruction in L2 listening: An intervention study. Unpublisheddoctoral dissertation. University of Alberta, Alberta, Canada. https://era.library.ualberta.ca/items/a7f0bfc8-90b4-4d0d-badd-fc4e69ae537a
van Zeeland, H., & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609-624. http://dx.doi.org/10.1016/j.system.2013.07.012
Vandergrift, L. (1998). Successful and less successful learners in French: What are the strategy differences? The French Review, 71(3), 370-395.
Vandergrift, L. (2004). Listening to learn or learning to listen. Annual Review of Applied Linguistics, 24, 3-25
Vandergrift, L. (2007). Recent developments in second and foreign language listening. Language Teaching, 40, 191-210. https://doi.org/10.1017/S0261444807004338
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire (MALQ): Development and validation. Language Learning, 56, 431-462. https://doi.org/10.4324/9780203843376
Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61, 219-258. https://doi.org/10.1111/j.1467-9922.2010.00593.x
Vogely, A. J. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79, 41-56. https://doi.org/10.1111/j.1540-4781.1995.tb05414.x
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130-163. https://www.nflrc.hawaii.edu/rfl/October2003/waring/waring.html
Yeldham, M., & Gruba, P. (2016). The development of individual learners in an L2 listening strategies course. Language Teaching Research, 20(1), 9-34. https://doi.org/10.1177%2F1362168814541723
Zhao, Y. (1997). The effects of listeners’ control of speech rate on second language comprehension. Applied Linguistics, 18(1), 49-68. https://doi.org/10.1093/applin/18.1.49
Zou, B. (2013). Teachers' support in using computers for developing students' listening and speaking skills in pre-sessional English courses. Computer Assisted Language Learning, 26(1), 83-99. https://doi.org/10.1080/09588221.2011.631143

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Fidel Çakmak Bu kişi benim
Türkiye

Yayımlanma Tarihi

15 Eylül 2021

Gönderilme Tarihi

23 Mart 2021

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2021 Cilt: 38 Sayı: 1

DOI

https://doi.org/10.52597/buje.994818

IZ

https://izlik.org/JA82WK38SR

APA

Çakmak, F. (2021). Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language. Bogazici University Journal of Education, 38(1), 3-24. https://doi.org/10.52597/buje.994818

AMA

1.Çakmak F. Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language. BUJE. 2021;38(1):3-24. doi:10.52597/buje.994818

Chicago

Çakmak, Fidel. 2021. “Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language”. Bogazici University Journal of Education 38 (1): 3-24. https://doi.org/10.52597/buje.994818.

EndNote

Çakmak F (01 Eylül 2021) Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language. Bogazici University Journal of Education 38 1 3–24.

IEEE

[1]F. Çakmak, “Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language”, BUJE, c. 38, sy 1, ss. 3–24, Eyl. 2021, doi: 10.52597/buje.994818.

ISNAD

Çakmak, Fidel. “Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language”. Bogazici University Journal of Education 38/1 (01 Eylül 2021): 3-24. https://doi.org/10.52597/buje.994818.

JAMA

1.Çakmak F. Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language. BUJE. 2021;38:3–24.

MLA

Çakmak, Fidel. “Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language”. Bogazici University Journal of Education, c. 38, sy 1, Eylül 2021, ss. 3-24, doi:10.52597/buje.994818.

Vancouver

1.Fidel Çakmak. Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language. BUJE. 01 Eylül 2021;38(1):3-24. doi:10.52597/buje.994818

Cited By

Effects of Mobile‐Assisted Language Learning (MALL)‐Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness

Journal of Computer Assisted Learning

https://doi.org/10.1111/jcal.70125

Aksi belirtilmedikçe bu sitedeki tüm içerik Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY 4.0) kapsamında lisanslanmıştır.

İkinci Dilde Özdenetimli Mobil Dinleme Ortamında Navigasyon Stratejileri ve Üstbilişsel Farkındalık

Öz

Anahtar Kelimeler

Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Effects of Mobile‐Assisted Language Learning (MALL)‐Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness