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Education Research International
Volume 2013, Article ID 457250, 8 pages
Research Article

Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

1Queensland University of Technology, Brisbane, QLD, Australia
2Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran

Received 28 January 2013; Accepted 13 April 2013

Academic Editor: Gwo-Jen Hwang

Copyright © 2013 Hossein Bozorgian and Ebrahim Fakhri Alamdari. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL) teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation) for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.