Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge

Metacognition is known to be important for L2 listening comprehension. However, it is unclear how much variance in listening performance it can explain after controlling for vocabulary knowledge. To examine this, data from the listening section of the TOEFL Junior test, the Metacognitive Awareness L...

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Autor principal:	Matthew P. Wallace
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	second language listening comprehension metacognition vocabulary knowledge individual differences hierarchical regression Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.12685 https://doaj.org/article/5b897318213042fb96604ef159447660
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spelling	oai:doaj.org-article:5b897318213042fb96604ef1594476602021-11-21T16:04:19Z Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledgehttps://doi.org/10.17323/jle.2021.126852411-7390https://doaj.org/article/5b897318213042fb96604ef1594476602021-09-01T00:00:00Zhttps://jle.hse.ru/article/view/12685/13156https://doaj.org/toc/2411-7390Metacognition is known to be important for L2 listening comprehension. However, it is unclear how much variance in listening performance it can explain after controlling for vocabulary knowledge. To examine this, data from the listening section of the TOEFL Junior test, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Listening Vocabulary Levels Test were collected from 76 high school EFL learners in Japan. The MALQ measured five subscales of metacognition representing metacognitive skills and metacognitive knowledge. Representing skills, the MALQ measured perceptions of the ability to (1) plan and evaluate performance, (2) direct attention, and (3) overcome listening problems. Representing knowledge, it measured strategic knowledge of (4) avoiding mentally translating speech and person knowledge of (5) maintaining positive attitudes about listening. The descriptive results showed that participants used their metacognition moderately. Of the subscales, they directed attention the most, planned and evaluated performance least, and perceived their ability to avoid mental translation, solve problems, and maintain optimism equivalently. The results from the hierarchical regression analysis further showed that vocabulary knowledge and metacognition overall predicted listening performance. Of the MALQ subscales, only person knowledge predicted comprehension. These findings indicate that, contrary to earlier findings, metacognition was important for listening comprehension after accounting for vocabulary knowledge.Matthew P. WallaceNational Research University Higher School of Economicsarticlesecond language listening comprehensionmetacognitionvocabulary knowledgeindividual differenceshierarchical regressionEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 3, Pp 187-200 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	second language listening comprehension metacognition vocabulary knowledge individual differences hierarchical regression Education L Philology. Linguistics P1-1091
spellingShingle	second language listening comprehension metacognition vocabulary knowledge individual differences hierarchical regression Education L Philology. Linguistics P1-1091 Matthew P. Wallace Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
description	Metacognition is known to be important for L2 listening comprehension. However, it is unclear how much variance in listening performance it can explain after controlling for vocabulary knowledge. To examine this, data from the listening section of the TOEFL Junior test, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Listening Vocabulary Levels Test were collected from 76 high school EFL learners in Japan. The MALQ measured five subscales of metacognition representing metacognitive skills and metacognitive knowledge. Representing skills, the MALQ measured perceptions of the ability to (1) plan and evaluate performance, (2) direct attention, and (3) overcome listening problems. Representing knowledge, it measured strategic knowledge of (4) avoiding mentally translating speech and person knowledge of (5) maintaining positive attitudes about listening. The descriptive results showed that participants used their metacognition moderately. Of the subscales, they directed attention the most, planned and evaluated performance least, and perceived their ability to avoid mental translation, solve problems, and maintain optimism equivalently. The results from the hierarchical regression analysis further showed that vocabulary knowledge and metacognition overall predicted listening performance. Of the MALQ subscales, only person knowledge predicted comprehension. These findings indicate that, contrary to earlier findings, metacognition was important for listening comprehension after accounting for vocabulary knowledge.
format	article
author	Matthew P. Wallace
author_facet	Matthew P. Wallace
author_sort	Matthew P. Wallace
title	Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
title_short	Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
title_full	Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
title_fullStr	Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
title_full_unstemmed	Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
title_sort	exploring the relationship between l2 listening and metacognition after controlling for vocabulary knowledge
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.12685 https://doaj.org/article/5b897318213042fb96604ef159447660
work_keys_str_mv	AT matthewpwallace exploringtherelationshipbetweenl2listeningandmetacognitionaftercontrollingforvocabularyknowledge
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Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge

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