Udambor Bumandalai Snow College Developing Listening Competence by Increasing Learners' Listening Metacognitive Knowledge Intermountain TESOL 2014 Orem Utah

Listening process Practice Results Listening Metacognitive Strategies Overview

Practice Larry Vandergrift, Sep 2012 Listen Pay attention to what you are doing as you listen

Listening Processes Bottom-up Top-down Interactive

Listening metacognition helps students to participate actively in regulating and managing their own learning encourages students to take responsibility for planning, monitoring, and evaluating their own learning is easy to use in the classroom motivates and promotes proactivity

Metacognition Planning for the listening task Solving comprehension problems Evaluating listening approach and outcomes Monitoring comprehension

Developing metacognitive knowledge Pre-listening Vocabulary introduction Teacher-led discussions Visuals While listening Questions Note-taking Post listening Teacher led discussions

Goal Process vs Product

Key Metacognition Processes PlanningMonitoring,Monitoring,Monitoring,Evaluation EvaluationEvaluation and Problem-and Planning and Planningand Problem-solving solving Planning/ Predicting First verification and plan with peers for 2 nd listen 2 nd verification and text reconstruction or other compre- hension activity Final verification Reflection and goal-setting Contex- 1 st Listen2 nd Listen 3 rd Listen Tualization (with or without transcript) Stages in the metacognitive pedagogical sequence for listening instruction

Results Students participated actively Regulated and managed their own learning Planned, monitored, and evaluated their own learning It was easy to use in the classroom Increased students’ motivation and self confidence Promoted proactivity

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