Guided listening with listening journals and curated materials: a metacognitive approach

ABSTRACT

Despite its importance in our learning and daily life, listening is ‘the least understood and the least researched skill’ [Vandergrift, L. 2007. “Recent Developments in Second and Foreign Language Listening Comprehension Research.” Language Teaching 40: 191–201]. By utilizing listening journals and curated materials, this study attempted to guide students to learn to plan, monitor, and evaluate their listening activities. The research purpose is two-fold: to examine if keeping listening journals helped learners to develop their metacognitive awareness and to gauge students’ perceptions of keeping listening journals. The results suggest emerging evidence which shows students were learning to plan for their listening, monitor their comprehension, solve comprehension problems, and evaluate their approach and outcome. Students generally recognized the benefits of keeping listening journals, but some felt the process was too time-consuming. Future research directions are suggested to conclude the study.

KEYWORDS:

• Listening journals
• a metacognitive approach
• curated materials
• metacognitive awareness

Disclosure statement

No potential conflict of interest was reported by the authors.