Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

Table 1

Lesson plan in metacognitive instruction.

Weeks	Stages
	(1) Unpacking metacognitive strategy—a simplified definition (first verification)	(2) Practise strategies through the classroom listening activities (second verification)	(3) Emphasizing metacognitive strategy use and missing points in listening (final verification)	(4) Reflection (teacher’s log)
				Issues the teacher encountered during metacognitive instruction	Teacher’s suggestion, particularly on the encountered issue	Researcher’s recommendation on the encountered issue
1	Planning (going on a trip)	Planning to “make cookies for a trip”	Highlighting the purpose of planning and reiterating available information	Students were confused with the metacognitive strategy definition	Involving students with the listening tasks	Use a simplified definition and emphasize the purpose of metacognitive strategies in learning
2	Directed attention (gift giving)	“Choosing a gift for his wife”—why and what kind of gift given to a wife	Emphasizing associative learning and linkage information	Some students were in doubt while others appreciated	Lack of students’ familiarity with the concepts—need more emphasis on the importance of metacognition	Increase students’ metacognitive awareness
3	Selective attention (having a party)	“Party”—encourage students to focus on the words related to the topic	Help students find key words and activate their existing knowledge	Little issue with key words identification	Help students distinguish between content and function words	Students might not know which words carry on the bulk of meaning
4	Self-management (nice weather!)	“Weather advisory”—working in pairs/group to increase confidence in listening	Increasing students’ knowledge of this strategy	Trying to manage their learning	Essential to brush up on the metacognitive concepts	Helpful for students to be briefed on the concepts taught previously
5	Monitoring and comprehension monitoring (health issues)	“Headache clinic”—involve students with potential advice received in a similar situation	Increasing comprehension through monitoring oral input	Some students complain about the speed of oral input and little time to monitor	Help students on how to monitor—does not need to monitor all input	Provide students with some instances and help them practise monitoring strategy
6	Auditory monitoring (friends series)	“Script from a TV series”—engage students in finding sounds similar to their first language	Reiterate the significance of this strategy to improve their listening outcome	Problems with vowels in English—short and long vowels, for example, “sun” and “son”	Provide some remedial materials to cope with vowel problem better	Help students know some vowels that are in their first language but not in the target language
7	Double checking (job hunting)	“A job interview in the United States”—check out their comprehension in pairs/groups	Emphasize the importance of this strategy and increase the accuracy of their understanding	Most students in doubt of their comprehension for the first time	More practise with word identification because it has more effect on the double checking	Intentionally ask students to underline key words in their classroom activities to highlight the importance of double checking
8	Evaluation (call from a bank)	“Telephone conversation”—students check out their understandings at the end of the conversation to see how close they were	Reiterate the power of evaluating their listening outcome	Challenging for some students to use in their listening	The more they practise the more promising their use of evaluation would be	Needs more practice of monitoring their use of evaluation in the classroom
9	Strategy evaluation (family talks)	“Conversation between Kenny and her mom”—using strategy before and during listening	Emphasize strategy evaluation and use it when needed	A few students were unsure of their progress and were less confident in using strategy evaluation	Told my students mastery of metacognitive strategy use takes some time and practice	The purpose is to help them be aware of metacognitive strategies used in listening
10	Problem identification (tips for writing)	“Speech on a writing assignment”—help students identify where they lack understanding	Providing enough practice to identify understanding problems	A few students got less motivated as they consider too much of their problems	Try to motivate them through providing further exercises	Students need more care while learning new learning stuff