Metacognition, Motivation, and ESL Listening Min Fan Second-Year MA-TESL Student English Department No

1. Metacognition, Motivation, and ESL Listening Min Fan Second-Year MA-TESL Student English Department Northern Arizona University

2. The Role of Metacognition in SL/FL Learning Metacognition was introduced into Educational psychology in 1960s by Flavell (1963).

3. Two Aspects of Metacognition Metacognition Knowledge Regulation of cognition of cognition (Serra & Metcalf, 2009)

4. Flavell’s Model Of Metacognition • Components of Metacognition (Flavell, 1979) • Metacognitive knowledge: Person, task, and strategy knowledge • Metacognitive strategies Goal-setting, planning, and evaluating

5. Research on Metacognition in SL/FL Learning • 1st category:the typology of metacognitive knowledge in a specific language skill • 2st category:the relationships between metacognitive knowledge, and metacognitive strategies or other aspects of self-directed learning. • 3rd category:the dynamic development of metacognition in SL/FL learning

6. Characteristics of Metacognition Metacognitive knowledge is the stable, and statable, often fallible and late developing information that human have about their own cognitive processes (Wenden, 1999, 2001)

7. Methodological Issues Tapping Metacognition in SL/FL Learning • Tapping techniques and their flaws • Verbal report: Retrospective (e.g., interviews; prompted recall, journal entries) Introspective: (e.g., think-aloud) • Survey/questionnaires

8. Metacognition in L2 Listening • The typology of metacognition in L2 listening • Vandergrift et al (2006) • Participants: 341 L2 listeners (i.e., 115 Iranian EFL learners & 226 Canadian FSL learners) • Methods: questionnaires, factor analysis, and regression analysis

9. Metacognition in L2 Listening • Vandergrift et al (2006) Results: • Five factors 1. Problem-solving 2. Planning and evaluation 3. Mental translation 4. Person knowledge 5. Directed attention • Metacognition = the major predictor of successful listening comprehension

10. Metacognition in L2 Listening • Function of metacognition in L2 listening • Goh & Taih (2006) • Participants: 10 ESL pupils • Method: • Eight process-based English listening lessons

11. Metacognition in L2 Listening • Goth & Taih (2006)Results: • Interplay between task/strategy knowledge, and directed attention • Positive relationship between listening performance, and task/strategy knowledge.

12. Metacognition in L2 Listening • Development of Metacognitive knowledge • Vandergrift &Tafaghodtari (2010) • Participants: 106 FSL students • Method: • An experimental research design • 13-week process-based listening instruction

13. Metacognition in L2 Listening • Development of Metacognitive knowledge • Vandergrift & Tafaghodtari (2010) • Results: • Less skilled listeners benefited the most

14. The Current Study • Theoretical Background: • Vandergrift (2005): a survey study • Results: • Metacognitive ability is positively correlated with Intrinsic motivation

15. The Current Study Research questions: • The interdependence between metacognition and motivation • The effects of English proficiency on metacognition for ESL listening.

16. The Current Study • Participants: • High proficiency ESL learners: 13 Applied Linguistics graduate students • Low proficiency ESL learners: 50 level-five students who were at the Program of Intensive English • Method: • Questionnaire for metacognition for ESL Listening • Questionnaire for English learning motivation

17. The Current Study • Results: • Positive correlation between intrinsic motivation and metacognitive ability for ESL listening. • Higher proficiency group have higher metacognitive ability, especially the ability to direct their attention.

18. The Current Study • Pedagogical Implications: • Diversify listening tasks to attract learners’ attention • Raise metacognitive awareness by explicit instruction • Integrate reflective exercises in pairs or groups into pre-, during-, and post- listening tasks.