Waer, H. (2019). Using Listening E-journals to Raise Metacognitive Awareness and Improve Listening Comprehension of Egyptian EFL University Students. CDELT Occasional Papers in the Development of English Education, 66(1), 131-152. doi: 10.21608/opde.2019.132722
Hanan Waer Waer. "Using Listening E-journals to Raise Metacognitive Awareness and Improve Listening Comprehension of Egyptian EFL University Students". CDELT Occasional Papers in the Development of English Education, 66, 1, 2019, 131-152. doi: 10.21608/opde.2019.132722
Waer, H. (2019). 'Using Listening E-journals to Raise Metacognitive Awareness and Improve Listening Comprehension of Egyptian EFL University Students', CDELT Occasional Papers in the Development of English Education, 66(1), pp. 131-152. doi: 10.21608/opde.2019.132722
Waer, H. Using Listening E-journals to Raise Metacognitive Awareness and Improve Listening Comprehension of Egyptian EFL University Students. CDELT Occasional Papers in the Development of English Education, 2019; 66(1): 131-152. doi: 10.21608/opde.2019.132722
Using Listening E-journals to Raise Metacognitive Awareness and Improve Listening Comprehension of Egyptian EFL University Students
This mixed-method study investigated the effects of writing e-journals on the metacognitive listening awareness and listening comprehension of EFL university students. Participants were 70 sophomores English major at New Valley University in Egypt who studied English Phonology and Listening course. They were assigned randomly into a control (N=36) and an experimental (N=34) groups. While the two groups received in-class instruction and were assigned online listening home tasks, the experimental group was asked to submit listening e-journals after each listening task. Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) and a paper-based Longman TOEFL Listening Test were administered to the groups before and after the experiment. Analysis of listening post-test results showed that the experimental group significantly outperformed the control group. Analysis of the MALQ revealed statistically significant differences between the two groups with the advantage of the experimental group in the planning and evaluation, directed attention, person knowledge and problem-solving subscales; but not in mental translation. A positive correlation was also found between the two variables. High proficient listeners were found to use more planning and directed attention strategies and less mental translation than low-skilled listeners. Additionally, qualitative data gathered from the journals and interviews showed that students perceived keeping listening e-journals as helpful in setting goals, learning new vocabulary and monitoring learning. However, they identified some challenges in using ejournals like time-consuming and difficulty in reflecting on the listening process. Implications and recommendations for further research were provided
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