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Alizadeh Oghyanous, P., Khabiri, M. (2017). The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension. Journal of English Language Pedagogy and Practice, 10(21), 1-28.
Parastoo Alizadeh Oghyanous; Mona Khabiri. "The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension". Journal of English Language Pedagogy and Practice, 10, 21, 2017, 1-28.
Alizadeh Oghyanous, P., Khabiri, M. (2017). 'The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension', Journal of English Language Pedagogy and Practice, 10(21), pp. 1-28.
Alizadeh Oghyanous, P., Khabiri, M. The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension. Journal of English Language Pedagogy and Practice, 2017; 10(21): 1-28.

The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension

Article 1, Volume 10, Issue 21, Summer and Autumn 2017, Page 1-28  XML PDF (831.19 K)
Document Type: Research Paper
Authors
Parastoo Alizadeh Oghyanousorcid ; Mona Khabiri
Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract
This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT) was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI). The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week), both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI). The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement.
Keywords
field-dependent/independent; Listening Comprehension; listening strategies; metacognitive strategies; shadowing
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