|
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 |
|