Pub Date : 2021-05-12DOI: 10.1080/10904018.2021.1923499
Hossein Bozorgian, Sediqe Fallahpour, Mohammad Alinasab Amiri
ABSTRACT This study investigates the effects of metacognitive intervention in first language on the listening performance of young-adult English as foreign language (EFL) learners in Iran, and probes the learners’ attitude toward such intervention in English as foreign language classrooms. The participants in the study were 61 young-adult EFL learners divided randomly into two groups: An experimental and a control group. Following Metacognitive Pedagogical Sequence and its importance in listening comprehension, the participants in the experimental group underwent an eight-week intervention delivered in L1 including the linear instruction of metacognitive strategies assisting their metacognitive awareness of the processes in second language listening. The control group, however, followed the conventional pedagogy of the language institute. The data were collected in the learners’ listening performance before, and after the intervention through listening comprehension test. The analysis of the quantitative data shows that metacognitive intervention in first language leads to a significant improvement in the overall listening performance of the learners. Similarly, the results of the interviews show that the Metacognitive Pedagogical Sequence and the presentation of metacognitive strategies in first language lead to learners’ higher listening performance and better mastery of note-taking and word-meaning guessing.
{"title":"Listening for Young-adult EFL Learners: Metacognitive Intervention through L1","authors":"Hossein Bozorgian, Sediqe Fallahpour, Mohammad Alinasab Amiri","doi":"10.1080/10904018.2021.1923499","DOIUrl":"https://doi.org/10.1080/10904018.2021.1923499","url":null,"abstract":"ABSTRACT This study investigates the effects of metacognitive intervention in first language on the listening performance of young-adult English as foreign language (EFL) learners in Iran, and probes the learners’ attitude toward such intervention in English as foreign language classrooms. The participants in the study were 61 young-adult EFL learners divided randomly into two groups: An experimental and a control group. Following Metacognitive Pedagogical Sequence and its importance in listening comprehension, the participants in the experimental group underwent an eight-week intervention delivered in L1 including the linear instruction of metacognitive strategies assisting their metacognitive awareness of the processes in second language listening. The control group, however, followed the conventional pedagogy of the language institute. The data were collected in the learners’ listening performance before, and after the intervention through listening comprehension test. The analysis of the quantitative data shows that metacognitive intervention in first language leads to a significant improvement in the overall listening performance of the learners. Similarly, the results of the interviews show that the Metacognitive Pedagogical Sequence and the presentation of metacognitive strategies in first language lead to learners’ higher listening performance and better mastery of note-taking and word-meaning guessing.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1923499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42807901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-08DOI: 10.1080/10904018.2021.1913063
Clay M. Craig, M. Brooks, Shannon L. Bichard
ABSTRACT Despite the pervasive nature of podcasts, little research has examined college student’s affinity for and motivations to listen to podcasts. This study investigated college students’ motivations, attitudes and behaviors in association with podcasts utilizing the appreciative listening framework in conjunction with uses and gratification theory. Using a survey from two southwestern universities, this study found three motivations for podcast usage: 1. entertainment, 2. escapism, and 3. information. Further analysis revealed a lack of gender differences in motivations, but motivations varied by podcast genre. Additionally, entertainment was a strong predictor of podcast listening and both entertainment and escapism were predictors of favorable attitudes toward podcasts.
{"title":"PODCASTING ON PURPOSE: EXPLORING MOTIVATIONS FOR PODCAST USE AMONG YOUNG ADULTS","authors":"Clay M. Craig, M. Brooks, Shannon L. Bichard","doi":"10.1080/10904018.2021.1913063","DOIUrl":"https://doi.org/10.1080/10904018.2021.1913063","url":null,"abstract":"ABSTRACT Despite the pervasive nature of podcasts, little research has examined college student’s affinity for and motivations to listen to podcasts. This study investigated college students’ motivations, attitudes and behaviors in association with podcasts utilizing the appreciative listening framework in conjunction with uses and gratification theory. Using a survey from two southwestern universities, this study found three motivations for podcast usage: 1. entertainment, 2. escapism, and 3. information. Further analysis revealed a lack of gender differences in motivations, but motivations varied by podcast genre. Additionally, entertainment was a strong predictor of podcast listening and both entertainment and escapism were predictors of favorable attitudes toward podcasts.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1913063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43312206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-04DOI: 10.1080/10904018.2021.1904933
Kym Taylor Reid, P. Trofimovich, M. O’Brien, Aki Tsunemoto
ABSTRACT This study examined whether task practice can reduce social influences (operationalized in terms of positive or negative social priming) on listener-based evaluations of second language (L2) speech. Seventy English–French bilingual listeners evaluated audio-recorded picture narratives made by 40 French speakers of L2 English for accent and comprehensibility. Before rating the narratives, 40 listeners engaged in task practice by completing the same speech production task as the L2 speakers in English (20) or French (20) and then experienced a social priming intervention (10 negative, 10 positive per group). An additional 30 baseline listeners evaluated the same narratives without engaging in any task practice and with either negative (10), positive (10), or no social priming (10) imposed. English task practice mitigated social influences on listener assessments of both accent and comprehensibility, but only under negative priming. Engaging listeners in task practice, particularly in their stronger language, can reduce social influences on listener-based assessments of L2 speech.
{"title":"USING TASK PRACTICE TO REDUCE SOCIAL INFLUENCES ON LISTENER EVALUATIONS OF SECOND LANGUAGE ACCENT AND COMPREHENSIBILITY","authors":"Kym Taylor Reid, P. Trofimovich, M. O’Brien, Aki Tsunemoto","doi":"10.1080/10904018.2021.1904933","DOIUrl":"https://doi.org/10.1080/10904018.2021.1904933","url":null,"abstract":"ABSTRACT This study examined whether task practice can reduce social influences (operationalized in terms of positive or negative social priming) on listener-based evaluations of second language (L2) speech. Seventy English–French bilingual listeners evaluated audio-recorded picture narratives made by 40 French speakers of L2 English for accent and comprehensibility. Before rating the narratives, 40 listeners engaged in task practice by completing the same speech production task as the L2 speakers in English (20) or French (20) and then experienced a social priming intervention (10 negative, 10 positive per group). An additional 30 baseline listeners evaluated the same narratives without engaging in any task practice and with either negative (10), positive (10), or no social priming (10) imposed. English task practice mitigated social influences on listener assessments of both accent and comprehensibility, but only under negative priming. Engaging listeners in task practice, particularly in their stronger language, can reduce social influences on listener-based assessments of L2 speech.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1904933","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45285866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-07DOI: 10.1080/10904018.2021.1883433
Andralyn Rui Lin Low, Vahid Aryadoust
ABSTRACT This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants’ gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, t-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants’ final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.
{"title":"Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires","authors":"Andralyn Rui Lin Low, Vahid Aryadoust","doi":"10.1080/10904018.2021.1883433","DOIUrl":"https://doi.org/10.1080/10904018.2021.1883433","url":null,"abstract":"ABSTRACT This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants’ gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, t-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants’ final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1883433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-28DOI: 10.1080/10904018.2021.1883434
Nanase Shirota
ABSTRACT This article presents an ethnography of listening behavior in Japanese interactions. In research on listeners’ behavior, academics have tended to focus on actions and gestures directly related to the ongoing conversation. In reality in everyday life, however, listeners often multitask. This study, therefore, attempts to investigate the nature of listeners’ multi-activities in order to gain a comprehensive understanding of their involvements. It particularly focuses on a type of listening behavior I refer to as “nagara listening,” whereby the listener is involved in various other actions and gestures while listening. This type of listening behavior involves tacit rules that enable the conversation to run smoothly.
{"title":"Nagara listening: Japanese listeners’ behavior in multi-activity settings","authors":"Nanase Shirota","doi":"10.1080/10904018.2021.1883434","DOIUrl":"https://doi.org/10.1080/10904018.2021.1883434","url":null,"abstract":"ABSTRACT This article presents an ethnography of listening behavior in Japanese interactions. In research on listeners’ behavior, academics have tended to focus on actions and gestures directly related to the ongoing conversation. In reality in everyday life, however, listeners often multitask. This study, therefore, attempts to investigate the nature of listeners’ multi-activities in order to gain a comprehensive understanding of their involvements. It particularly focuses on a type of listening behavior I refer to as “nagara listening,” whereby the listener is involved in various other actions and gestures while listening. This type of listening behavior involves tacit rules that enable the conversation to run smoothly.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1883434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42418439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-08DOI: 10.1080/10904018.2021.1884080
T. Malloy, A. Kluger, Johanna Martin, Sarit Pery
ABSTRACT Tend and Befriend theory specifies interpersonal stress responses women utilize; we studied them at the individual and dyadic levels using the Social Relations Model (SRM). Speaking about stressful life events with another woman perceived as listening attentively and with interest was predicted to engender interpersonal closeness and stress reduction. In 265 dyads, women discussed stressful events with at least three other women. Then, they judged their own and their partners’ listening quality. Each predicted their partner’s judgment of their listening. Women also rated interpersonal closeness to their partners, their partners’ closeness to them, and stress. SRM revealed individual and dyadic effects on listening, interpersonal closeness, and stress. We used the SRM effect estimates in individual and dyadic phenomenological listening models. Modeling supported the prediction that perceived listening quality impacts interpersonal closeness and stress reduction. The result extended Tend and Befriend theory by demonstrating individual and dyadic support mechanisms at zero-acquaintance. The results also extended Relational Regulation Theory by showing that even conversations about stress can reduce it.
{"title":"WOMEN LISTENING TO WOMEN AT ZERO-ACQUAINTANCE: INTERPERSONAL BEFRIENDING AT THE INDIVIDUAL AND DYADIC LEVELS","authors":"T. Malloy, A. Kluger, Johanna Martin, Sarit Pery","doi":"10.1080/10904018.2021.1884080","DOIUrl":"https://doi.org/10.1080/10904018.2021.1884080","url":null,"abstract":"ABSTRACT Tend and Befriend theory specifies interpersonal stress responses women utilize; we studied them at the individual and dyadic levels using the Social Relations Model (SRM). Speaking about stressful life events with another woman perceived as listening attentively and with interest was predicted to engender interpersonal closeness and stress reduction. In 265 dyads, women discussed stressful events with at least three other women. Then, they judged their own and their partners’ listening quality. Each predicted their partner’s judgment of their listening. Women also rated interpersonal closeness to their partners, their partners’ closeness to them, and stress. SRM revealed individual and dyadic effects on listening, interpersonal closeness, and stress. We used the SRM effect estimates in individual and dyadic phenomenological listening models. Modeling supported the prediction that perceived listening quality impacts interpersonal closeness and stress reduction. The result extended Tend and Befriend theory by demonstrating individual and dyadic support mechanisms at zero-acquaintance. The results also extended Relational Regulation Theory by showing that even conversations about stress can reduce it.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1884080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10904018.2019.1659142
Mu-Hsuan Chou
Listening is a fundamental language skill that enables language learners to receive information and interact with others. Learners use strategies to facilitate learning, perform tasks, and compensate for gaps in linguistic knowledge. Listening and learning strategies have not received much attention at secondary level in Taiwan until recently. From 2014, the Ministry of Education in Taiwan has made the English listening test a part of the large-scale, nation-wide senior high school entrance examination. As the need for teaching and learning English listening is growing increasingly important, the present study aims to explore to what extent the formal English listening test impacts on the teaching and learning of listening in junior high school. In the study, 311 junior high school students and 12 teachers participated; questionnaires and semi-structured interviews were employed. Descriptive statistics and one-way MANOVA were used to analyze quantitative data. The findings showed the test impacted learning more than teaching. In particular, cognitive and social strategies for listening were more frequently adopted by the students than rehearsal and paralinguistic inferencing strategies. While the students expected learner-centered and communication-oriented teaching approaches to listening, the junior high school teachers in fact adopted more of a text-oriented or ‘testing’ approach.
{"title":"THE IMPACT OF THE ENGLISH LISTENING TEST IN THE HIGH-STAKES NATIONAL ENTRANCE EXAMINATION ON JUNIOR HIGH SCHOOL STUDENTS AND TEACHERS","authors":"Mu-Hsuan Chou","doi":"10.1080/10904018.2019.1659142","DOIUrl":"https://doi.org/10.1080/10904018.2019.1659142","url":null,"abstract":"Listening is a fundamental language skill that enables language learners to receive information and interact with others. Learners use strategies to facilitate learning, perform tasks, and compensate for gaps in linguistic knowledge. Listening and learning strategies have not received much attention at secondary level in Taiwan until recently. From 2014, the Ministry of Education in Taiwan has made the English listening test a part of the large-scale, nation-wide senior high school entrance examination. As the need for teaching and learning English listening is growing increasingly important, the present study aims to explore to what extent the formal English listening test impacts on the teaching and learning of listening in junior high school. In the study, 311 junior high school students and 12 teachers participated; questionnaires and semi-structured interviews were employed. Descriptive statistics and one-way MANOVA were used to analyze quantitative data. The findings showed the test impacted learning more than teaching. In particular, cognitive and social strategies for listening were more frequently adopted by the students than rehearsal and paralinguistic inferencing strategies. While the students expected learner-centered and communication-oriented teaching approaches to listening, the junior high school teachers in fact adopted more of a text-oriented or ‘testing’ approach.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1659142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47690716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.1080/10904018.2020.1857764
Hossein Bozorgian, B. Yaqubi, Meysam Muhammadpour
ABSTRACT This study investigated the effect of the Metacognitive Intervention (MI) on the listening performance and metacognitive awareness of upper-intermediate learners of English as a Foreign Language (EFL) with low Working Memory Capacity (WMC). 136 male learners aged between 15 and 25 years formed the original pool of this study, and 94 were identified as upper-intermediate learners learning English at the English Language Institute (ELI) in Iran. They were further given the visual Digit Span Test (DST). Based on their scores and the median, 60 low-WMC learners were selected and randomly assigned to experimental (N = 30) and control (N = 30) groups. The experimental group received the MI through the pedagogical cycle for 10 sessions, whereas the control group followed a traditional approach. The participants in both groups were asked to take the International English Language Testing System (IELTS) listening tests and complete the Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. The results suggested that the experimental group had a higher gain with a moderate effect size in terms of listening performance than the control group. In addition, the MALQ revealed the significantly higher use of directed attention, mental translation, and person knowledge by the experimental group.
{"title":"METACOGNITIVE INTERVENTION AND AWARENESS: LISTENERS WITH LOW WORKING MEMORY CAPACITY","authors":"Hossein Bozorgian, B. Yaqubi, Meysam Muhammadpour","doi":"10.1080/10904018.2020.1857764","DOIUrl":"https://doi.org/10.1080/10904018.2020.1857764","url":null,"abstract":"ABSTRACT This study investigated the effect of the Metacognitive Intervention (MI) on the listening performance and metacognitive awareness of upper-intermediate learners of English as a Foreign Language (EFL) with low Working Memory Capacity (WMC). 136 male learners aged between 15 and 25 years formed the original pool of this study, and 94 were identified as upper-intermediate learners learning English at the English Language Institute (ELI) in Iran. They were further given the visual Digit Span Test (DST). Based on their scores and the median, 60 low-WMC learners were selected and randomly assigned to experimental (N = 30) and control (N = 30) groups. The experimental group received the MI through the pedagogical cycle for 10 sessions, whereas the control group followed a traditional approach. The participants in both groups were asked to take the International English Language Testing System (IELTS) listening tests and complete the Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. The results suggested that the experimental group had a higher gain with a moderate effect size in terms of listening performance than the control group. In addition, the MALQ revealed the significantly higher use of directed attention, mental translation, and person knowledge by the experimental group.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2020.1857764","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43661651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-22DOI: 10.1080/10904018.2020.1833724
L. Janusik, Tess Varner
ABSTRACT Research in metacognitive listening strategies in first language (L1) listening is in its infancy. The research presented here, which is the first study in a larger research program, compares the strategies L1 students in the US say they do in the classroom with the strategies L2 students say they use, as measured by the Metacognitive Awareness Listening Questionnaire. The findings of the research program have numerous implications for how to teach listening, future research, and curriculum development.
{"title":"(RE)DISCOVERING METACOGNITIVE LISTENING STRATEGIES IN L1 CONTEXTS: WHAT STRATEGIES ARE THE SAME IN THE L1 AND L2 CONTEXT?","authors":"L. Janusik, Tess Varner","doi":"10.1080/10904018.2020.1833724","DOIUrl":"https://doi.org/10.1080/10904018.2020.1833724","url":null,"abstract":"ABSTRACT Research in metacognitive listening strategies in first language (L1) listening is in its infancy. The research presented here, which is the first study in a larger research program, compares the strategies L1 students in the US say they do in the classroom with the strategies L2 students say they use, as measured by the Metacognitive Awareness Listening Questionnaire. The findings of the research program have numerous implications for how to teach listening, future research, and curriculum development.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2020.1833724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49077354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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