The effect of metacognitive strategies on listening comprehension on non-English major freshmen

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH OPEN UNIVERSITY

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THE EFFECT OF METACOGNITIVE STRATEGIES ON LISTENING

COMPREHENSION ON NON- ENGLISH MAJOR FRESHMEN

A thesis submitted in partial fulfillment of the requirement for the degree of Master of Arts

(TESOL)

Submitted by PHAM THI KIEU TIEN

Supervisor

Dr. Nguyen Dinh Thu

Ho Chi Minh, September 2016

i

STATEMENT OF AUTHORSHIP

I certify that this MA thesis submitted today entitled “The effect of metacognitive

strategies on listening comprehension of non- English major freshmen” is my own

work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which I

have qualified for or been awarded another degree or diploma.

No other person‟s work has been used without due acknowledgement in the main text

of the thesis.

This thesis has not been submitted for any degree or diploma in any other tertiary

institution.

Ho Chi Minh, August 2016

Pham Thi Kieu Tien

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ACKNOWLEDGEMENTS

Apart from my effort, it would not be possible to complete this thesis without the

guidance of my supervisor, help from friends, caring and encouragement from my

family.

Foremost, I would like to express my gratitude to my supervisor, Dr. Nguyen Dinh

Thu, for his patience, enthusiasm, extensive knowledge and motivation. I have been

extremely lucky to have a supervisor who cared a lot about my work, and who

responded to my questions as well as supporting me to the completion of my thesis.

I also would like to thank my friends at Van Lang University who were willing to help,

give their best suggestions and share experience. Special thanks go to the sixty students

who kindly accepted to participate in this thesis.

Finally, I am most grateful to my family members, especially my husband, who were

always a source of understanding, support and inspiration.

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ABSTRACT

The thesis aims to find out the effect of metacognitive strategies on listening

comprehension of non-English major freshmen at Van Lang University. Both

qualitative and quantitative data analyses were employed in this study. Sixty first year

non- English major students at Van Lang University participating in this study are

divided into experimental group and the control group. Listening tests, questionnaire

and interview were used as tools for data collection. The study found that

metacognitive strategies enhanced non-English major freshmen‟s listening

comprehension at Ho Chi Minh University. Besides, students employ more problem￾solving strategies and directed attention strategies, planning and evaluation strategies

and person knowledge strategies, except that they do not use mental translation

strategies when listening. The majority of students use metacognitive strategies when

they listen because they have good attitude about using these strategies in listening

comprehension.

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TABLE OF CONTENTS

Statement of authorship………………………………………………………………..i

Acknowledgment……………………………………………………………………...ii

Abstract…………………………………………………………………………….....iii

Table of contents……………………………………………………………………..iv

List of tables and Figures…………………………………………………………….viii

Abbreviations………………………………………………………………………...xi

Chapter 1: INTRODUCTION ......................................................................................1

1.1. Background of the study.....................................................................................1

1.2. Problem statement ..............................................................................................3

1.3. Research aims.....................................................................................................5

1.4. Research questions .............................................................................................5

1.5. Research significance .........................................................................................6

1.6. Thesis structure...................................................................................................7

Chapter 2: LITERATURE REVIEW..........................................................................9

2.1. Overview of listening comprehension................................................................9

2.1.1. Definition of listening skill..........................................................................9

2.1.2. Concept of listening comprehension .........................................................11

2.1.3. Stages of listening comprehension ............................................................12

2.1.4. Potential problems in learning listening comprehension ..............................17

2.2. Learning strategies............................................................................................18

2.2.1. Overview of learning strategies.................................................................18

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2.2.2. Classification of learning strategies...........................................................19

2.3. Metacognitive strategies...................................................................................21

2.3.1. The concept of metacognition ...................................................................21

2.3.2. Components of metacognition...................................................................22

2.3.3. Metacognitive strategies............................................................................23

2.3.4. Classification of metacognitive strategies.................................................24

2.4. Importance of metacognitive strategies on language learning .........................25

2.5. The relationship between metacognitive strategies and listening

comprehension............................................................................................................27

2.6. Empirical studies ..............................................................................................28

2.7. Summary of Chapter 2......................................................................................35

Chapter 3: METHODOLOGY ...................................................................................36

3.1. Research design ................................................................................................36

3.2. Research site .....................................................................................................37

3.2.1. Research setting .........................................................................................37

3.2.2. Research participants.................................................................................38

3.3. Data collection..................................................................................................39

3.3.1. Instruments.................................................................................................39

3.3.2. Data collection process..............................................................................46

3.4. The listening program of experimental group and control group ....................47

3.4.1. Materials ....................................................................................................47

3.4.2. Intervention of experimental group ...........................................................48

3.4.3. Listening guide sheet .................................................................................51

3.4.4. Listening lesson plan for experimental group ...........................................55

3.4.5. Listening process of control group ............................................................57

3.4.6. Listening lesson plan for control group .....................................................57

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3.5. Pilot study.........................................................................................................59

3.6. Data analysis approach .....................................................................................60

3.6.1. Validity and reliability issues ....................................................................60

3.6.2. Mean ..........................................................................................................62

3.6.3. t- Test .........................................................................................................62

3.7. Summary of Chapter 3......................................................................................63

Chapter 4: FINDINGS AND DISCUSSION .............................................................64

4.1. Participants‟ performance at pre- test and posttest..............................................64

4.1.1. Independent samples t-test of control group and experimental group in

Pretest ......................................................................................................................64

4.1.2. Pair samples t- test of control group in Pretest and Posttest .........................66

4.1.3. Pair samples t- test of experimental group in Pretest and Posttest................67

4.1.4. Independent samples t- test of control group and experimental group in

Posttest.....................................................................................................................69

4.2. Questionnaire data analysis: Participant‟s response to the use of metacognitive

strategies in listening comprehension.........................................................................71

4.2.1. Participants‟ response to their individual information ..................................71

4.2.2. Participants‟ response to using planning and evaluation strategies in listening

comprehension.........................................................................................................71

4.2.3. Participants‟ response to using directed attention strategies in listening

comprehension.........................................................................................................76

4.2.4. Participants‟ response to using person knowledge strategies in listening

comprehension.........................................................................................................79

4.2.5. Participants‟ response to using mental translation strategies in listening

comprehension.........................................................................................................82

4.2.6. Participants‟ response to using problem- solving strategies in listening

comprehension.........................................................................................................85

4.3. Interview ..............................................................................................................91

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4.4. Discussions of findings......................................................................................103

4.5. Summary of chapter 4........................................................................................111

Chapter 5: CONCLUSION .......................................................................................112

5.1. Conclusion .........................................................................................................112

5.2. Implications .......................................................................................................113

5.2.1. Implications for teachers.............................................................................114

5.2.2. Implications for students.............................................................................116

5.3. Limitations of the study.....................................................................................116

5.4. Recommendations for the further research........................................................118

REFERENCES.............................................................................................................119

APPENDICES..............................................................................................................131

APPENDIX 1 ...............................................................................................................131

APPENDIX 2 ...............................................................................................................131

APPENDIX 3 ...............................................................................................................138

APPENDIX 3A ............................................................................................................146

APPENDIX 3B ............................................................................................................147

APPENDIX 4 ...............................................................................................................151

APPENDIX 4A ............................................................................................................158

APPENDIX 4B ............................................................................................................159

APPENDIX 5 ...............................................................................................................163

APPENDIX 6 ...............................................................................................................164

APPENDIX 7A ............................................................................................................165

APPENDIX 7B ............................................................................................................168

APPENDIX 8 ...............................................................................................................171

APPENDIX 9 ...............................................................................................................177

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LIST OF TABLES AND FIGURES

TABLES

Table 3.1: Questionnaire of Vandergrift et al. (2006)…………………………………43

Table 3.2: Listening instruction stages and related metacognitive strategies, by L.

Vandergrift and C. Goh (2012)………………………………………………………..49

Table 3.3: Listening guide sheet (Fahim, M., & Fakhri Alamdari, E., 2014)…………52

Table 3.4: Main teaching stages and procedures for the experimental group…………55

Table 3.5: Main teaching stages and procedures for the control group……………….58

Table 4.1. Group Statistics on pretest of control group and experimental group……..65

Table 4.2. Results of Independent Samples T- test on Pretest of Control Group and

Experimental Group…………………………………………………………………...65

Table 4.3. Paired samples group statistics for control group Pretest and Posttest…….66

Table 4.4. Results of paired samples test for control group in Pretest and Posttest…...66

Table 4.5. Paired samples group statistics for experimental group Pretest and

Posttest………………………………………………………………………………...68

Table 4.6. Results of paired samples test for experimental group in Pretest and

Posttest......................................................................................................................... 69

Table 4.7. Group Statistics on posttest of control group and experimental group…....69

Table 4.8. Results of Independent Samples T- test on Posttest of Control Group and

Experimental Group…………………………………………………………………..69

Table 4.9. Students‟ response to using planning and evaluation strategies in listening

comprehension……………………………………………………………………….. 72

Table 4.10. Students‟ response to using directed attention strategies in listening

comprehension………………………………………………………………………...76

Table 4.11. Students‟ response to using person knowledge strategies in listening

comprehension………………………………………………………………………...80

Table 4.12. Students‟ response to using mental translation strategies in listening

comprehension………………………………………………………………………...82

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Table 4.13. Students‟ response to using problem- solving strategies in listening

comprehension………………………………………………………………………...85

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FIGURES

Figure 1: Illustration of data analysis of question 1………………………………….72

Figure 2: Illustration of data analysis of question 10………………………………...73

Figure 3: Illustration of data analysis of question 14………………………………...74

Figure 4: Illustration of data analysis of question 20………………………………...74

Figure 5: Illustration of data analysis of question 21………………………………...75

Figure 6: Illustration of data analysis of question 2………………………………….79

Figure 7: Illustration of data analysis of question 6………………………………….77

Figure 8: Illustration of data analysis of question 12………………………………...78

Figure 9: Illustration of data analysis of question 16………………………………...89

Figure 10: Illustration of data analysis of question 3………………………………...80

Figure 11: Illustration of data analysis of question 8………………………………...81

Figure 12: Illustration of data analysis of question 15……………………………….81

Figure 13: Illustration of data analysis of question 4………………………………...83

Figure 14: Illustration of data analysis of question 11……………………………….83

Figure 15: Illustration of data analysis of question 18……………………………….84

Figure 16: Illustration of data analysis of question 5………………………………...86

Figure 17: Illustration of data analysis of question 7………………………………...86

Figure 18: Illustration of data analysis of question 9………………………………...87

Figure 19: Illustration of data analysis of question 13……………………………….88

Figure 20: Illustration of data analysis of question 17……………………………….88

Figure 21: Illustration of data analysis of question 19…………………………….....89

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ABBREVIATION

VLU : Van Lang University

MALQ : The Metacognitive Awareness Listening Questionnaire

TOEIC : Test of English for International Communication

1

Chapter 1

INTRODUCTION

1.1. Background of the study

Under the effect of globalization, each individual needs to improve themselves to be

competent in foreign languages. Among many languages, it is estimated that more

than 50 countries of the world use English as their official language and most of

others use it as a foreign language (Crystal, 2003), including Vietnam. Vietnam‟s

open door policy has ushered into a new era, which attracts foreign direct investment

(FDI) in many industries, where English is used as a major means of communication.

For that reason, English becomes more and more necessary for students as well as

workers in particular, and all people in general to use and be able to communicate

with foreigners. To meet that demand, English in Vietnam is now introduced to 3rd

graders at school, and such a shift shows how important English is. Besides, English is

considered the important subject that is taught together with maths, literature, physics,

biology, etc. and is an ever- increasingly essential requirement for students to enter

high school or university.

However, using English is not easy because it requires users to master many skills,

such as listening, speaking, reading, writing skill. Obviously, for language learners,

listening is perhaps considered the most difficult skill (Huang, 2003). Of the four

macro skills, listening is a very important skill in acquiring a language. “L2/FL

listening is the most fundamental macro skill” (Rost, 2002; Richard, 2005). “Listening

accounts for 40- 50% of communicating, with speaking at 25- 30%, reading at 11-

2

16%, and writing at 9%” (Mendelsohn, 1994). People use listening action nearly twice

as much as speaking and four to five times as reading and writing (Rivers, 1981;

Morley, 1991). The major role of listening is to provide input information for

understanding and remembering to apply it into other communicative skills (Gass &

Selinker, 2008). Moreover, Huong (2011) reported that according to the results of a

survey conducted by prestigious English centers- British Council and Apollo Vietnam,

Vietnamese learners are placed at the eighth position in reading and writing, but at the

eighteenth position in listening and speaking among twenty countries examined. So,

teaching English listening is an important concern in Vietnam educational tendency,

especially in university to prepare undergraduates for real communication in their

workplace.

Teaching English listening requires teachers not only teach students the content of the

passage but also teach them the ways to learn listening better. Strategies are one of the

effective ways for students to learn listening themselves. According to Oxford (1990),

knowledge of strategies is important for language learners because of two reasons.

Firstly, strategies are essential tools for active self- directed involvement to develop

communicative competence. Secondly, learners with appropriate learning strategies

have greater self- confidence and learn more effectively. “Having knowledge and the

use of effective strategies in listening comprehension can help learners to understand

most of language input to which they listen to” (Fateme, Aliakbar, & Akbar, 2012,

p.843). Furthermore, many authors have proved the importance role and good effect of

listening strategies, especially metacognitive strategies. Previous research indicated

that more- skilled learners use more metacognitive strategies than less- skilled learners

(Baker & Brown, 1984; O‟Malley & Chamot, 1990; Rubin, 1987). “Metacognitive

learning strategies help learners to know what to do when they come across

difficulties” (Zahra Ratebi & Zahra Amirian, 2013, p. 141).

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1.2. Problem statement

It is very difficult for students to get high score in listening tests because of many

reasons. Goh (2000) states many reasons for Chinese students‟ failure at listening

comprehension, similar to the Vietnamese context (Tran, 2014). Learners cannot

know the familiar words and pay attention to next part when they think about the

previous part. They have the tendency to forget the spoken discourse and miss the

listening text as soon as they start listening. Other reasons are that they immediately

forget information they received before they misunderstand subsequent parts because

of previous problems. Last but not least, they cannot recognize key points in the text

as well as pay attention to intended message. These reasons make listening

comprehension problematic for not only Chinese students but also Vietnamese

students and all English learners all over the world as well.

According to Tran (2014), there are two reasons for failing the listening course. Firstly,

proficiency students lack sufficient knowledge about vocabulary and pronunciation so

that they do not listen well enough. Secondly, when listening, they lack of the so-called

strategies. “These very strategies are the ways or the methods to make the best use of

available knowledge to get high score” (p.2). In fact, the strategies are important as the

knowledge because they can help learners get good results in not only learning but also

listening.

The above reasons are problems which Vietnamese learners frequently face with.

Besides, in Vietnamese condition, English training curricula at university levels mainly

focus on vocabulary, grammar structure and reading comprehension skills (To Minh

Thanh, 2006). According to Pham (2014), students often do reading comprehension