Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
METACOGNITIVE AWARENESS AND SELF-EFFICACY: DO THEY CONTRIBUTE TO INDONESIAN EFL STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT?
Corresponding Author(s) : Chothibul Umam
Humanities & Social Sciences Reviews,
Vol. 8 No. 4 (2020): July
Abstract
Purpose of the Study: This study examines the correlation between metacognitive awareness, listening self-efficacy, and listening comprehension achievement of Islamic secondary school students in Indonesia.
Methodology: To obtain the data on students’ metacognitive awareness, Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Inventory (MAI) was used. Data on students’ self-efficacy was gained using the simplified version of Rahimi and Abedini’s (2009) self-efficacy questionnaire (SEQ), The Morgan-Jinks Student Efficacy Scale (MSES), and Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, students’ listening comprehension achievement was measured using the TOEFL Junior Test from Educational Testing Service. A total of 264 learners involved in this study.
Main Findings: The result of correlational analysis using Kendall Tau-b formula revealed that 1) there was no significant contribution of learners’ metacognitive awareness toward their listening comprehension achievement, 2) students’ listening self-efficacy has a very low correlation with their listening comprehension achievement, and 3) simultaneously, students’ metacognitive awareness and their self-efficacy showed a very low reciprocal relationship with their listening comprehension.
Applications of the study: This study is relevant to senior secondary education in the Indonesian context in which English is the first foreign language. More specifically, it is relevant to schools whose students are multilingual and come from different backgrounds both economically and geographically.
Novelty/Originality of this study: Unlike other studies in a similar context that measures the general English academic achievement, this study focuses on a specific skill, listening comprehension. In addition, it uses two variables (metacognitive awareness and self-efficacy) outright as the predictors of students’ listening comprehension achievement.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Al-Alwan, A., Asassfeh, S., Al- Shboul, Y. (2013). EFL Learners’ Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related? International Education Studies, 6 (9), 31-39. https://doi.org/10.5539/ies.v6n9p31 DOI: https://doi.org/10.5539/ies.v6n9p31
- Altıok, S., Başer, Z., Yukselturk, E. (2019). Enhancing metacognitive awareness of undergraduates by using an e-educational video environment. Computers & Education, 139. 129-145. https://doi.org/10.1016/j.compedu.2019.05.010 DOI: https://doi.org/10.1016/j.compedu.2019.05.010
- Anderson, A. & Lynch, T. (2003). Listening. Oxford: Oxford University Press.
- Astini, D. (2017). The Correlation between Metacognitive Strategies and Listening Comprehension of the Eleventh Grade Students of SMA Muhammadiyah Palembang. [Unpublished Undergraduate Thesis]. UIN Raden Fatah Palembang.
- Bandura, A. (1994). Self-Efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (Vol. 4, 71-81). New York: Academic Press.
- Brown, S. (2001). Listening Myths: Applying Second Language Research to Classroom Teaching. Michigan ELT.
- Cera, R., Mancini, M., Antonietti, A. (2013). Relationship between Metacognition, Self-efficacy and Self-regulation in Learning. ECSP Journal, 7, 115-141. https://doi.org/10.7358/ecps-2013-007-cera DOI: https://doi.org/10.7358/ecps-2013-007-cera
- Demir, S. (2017). An Evaluation of Oral Language: The Relationship between Listening, Speaking and Self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467. https://doi.org/10.13189/ujer.2017.050903 DOI: https://doi.org/10.13189/ujer.2017.050903
- Dodds, J. (2011). The correlation between self-efficacy belief, language performance and integration amongst Chinese immigrant newcomers [Unpublished Master Thesis]. Hamline University.
- Eded, J. (2017). Metacognitive Awareness in EFL Listening. [Unpublished Master Thesis]. J.J. Strossmayer University of Osijek.
- Educational Testing Service. (2012). Practice test for the TOEFL Junior Standard Test.
- Ghonsooly et al. (2014). Self-efficacy and Metacognition as Predictors of Iranian teacher trainees’ academic performance: a path analysis approach. Procedia-social and behavioral science, 98(2014), 590-598. https://doi.org/10.1016/j.sbspro.2014.03.455 DOI: https://doi.org/10.1016/j.sbspro.2014.03.455
- Goh, C. C. M. (2000). A Cognitive Perspective on Language Learners’ Listening Comprehension Problems. System, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3 DOI: https://doi.org/10.1016/S0346-251X(99)00060-3
- Goh, C. C. M. & Hu, G. (2013). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data, Language Awareness, 23(3), 1-20. https://doi.org/10.1080/09658416.2013.769558 DOI: https://doi.org/10.1080/09658416.2013.769558
- Goudarzi, E & Ghonsooly, B. (2014). The Relationship between Metacognitive Awareness and Self-Efficacy and Their Effects on Test Performance of Iranian EFL Learners. International Journal of Language Learning and Applied Linguistics World, 6(1), 296-305.
- Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10. 113-117. https://doi.org/10.1016/j.jeap.2011.04.001 DOI: https://doi.org/10.1016/j.jeap.2011.04.001
- Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
- Jinks, J., & Morgan, V. (1999). Children´s Perceived Academic Self -Efficacy: An Inventory Scale. The Clearing House, 72(4), 224-230. https://doi.org/10.1080/00098659909599398 DOI: https://doi.org/10.1080/00098659909599398
- Kaya, T. (2017). A Follow-Up Study on Listening Strategy Use and Self-Efficacy in Relation to Listening Proficiency in EFL. The Economic Review of Toyo University, 42(2) 155-166. http://id.nii.ac.jp/1060/00008527/
- Kazemi, M., Khodabandehlou, M., & Jahandar, S. (2013). The Impact of Self-Efficacy on Iranian Intermediate EFL Learner’s Listening Comprehension. Indian Journal of Fundamental and Applied Life Sciences, 3(3), 705-715.
- Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273. https://doi.org/10.1207/s15430421tip4304_4 DOI: https://doi.org/10.1207/s15430421tip4304_4
- Lestari, D. (2017). The Correlation Between Self-Efficacy Concerning Listening Skill and Listening Comprehension of the Eleventh Grade Students of SMA Negeri 1 Pemulutan Selatan. [Unpublished Undergraduate Thesis]. UIN Raden Fatah Palembang, Indonesia.
- Li, W. (2013). A Study of metacognitive Awareness of Non-English Majors in L2 Listening. Journal of Language Teaching and Research, 4(3), 504-510. https://doi.org/10.4304/jltr.4.3.504-510 DOI: https://doi.org/10.4304/jltr.4.3.504-510
- Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. https://doi.org/10.1177/003172170608700916 DOI: https://doi.org/10.1177/003172170608700916
- Mills, N., Pajares, F., Herron, C. (2006). A Reevaluation of the Role of Anxiety: Self-efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency. Foreign Language Annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x DOI: https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
- Nunan, D. (1991). Language Teaching Methodology: A textbook for teachers. New York: Prentice Hall.
- Osada, N. (2004). Listening Comprehension research: A brief review of the Past Thirty Years. Dialogue, 3, 55-66. DOI: https://doi.org/10.4324/9780203317730-12
- Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33 DOI: https://doi.org/10.1037/0022-0663.82.1.33
- Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
- Rahimi, A., & Abedini, A. (2009). The Interface between EFL Learners’ Self-Efficacy Concerning Listening Comprehension and Listening Proficiency. Novitas Royal, 3(1), 14-28.
- Rahimi, M., & Abedi, A. (2014). The Relationship between Listening Self-Efficacy and Metacognitive Awareness of Listening Strategies. Procedia - Social and Behavioral Sciences, 98, 1454-1460. https://doi.org/10.1016/j.sbspro.2014.03.565 DOI: https://doi.org/10.1016/j.sbspro.2014.03.565
- Rahimirad, M., & Zare-ee, A. (2015). Metacognitive Strategy Instruction as a Means to Improve Listening Self-efficacy among Iraninan Undergraduate Learners of English. International Journal of Instruction, 8(1), 117-132. https://doi.org/10.12973/iji.2015.819a DOI: https://doi.org/10.12973/iji.2015.819a
- Safitri, M. (2016). The Relationship among Metacognitive Learning Strategy, Vocabulary Mastery, and Reading Comprehension. [Unpublished Master Thesis]. Sanata Dharma University, Indonesia.
- Sahragrard, R., Kushki, A., Miri, M. & Mahmooudi, F. (2015). The Metacognitive Awareness Listening Questionnaire as a Metacognitive-Raising Tool: Does It Works? Global Journal of Foreign Language Teaching. 5(1), 101-113. https://doi.org/10.18844/gjflt.v5i0.51 DOI: https://doi.org/10.18844/gjflt.v5i0.51
- Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033 DOI: https://doi.org/10.1006/ceps.1994.1033
- Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. https://doi.org/10.1023/A:1003044231033 DOI: https://doi.org/10.1023/A:1003044231033
- Schunk, D.H. (2012). Learning Theories: An Educational Perspective. 6th edition (Indonesian translation version). Pustaka Pelajar Press, Indonesia.
- Simasangyaporn, N. (2016). The Effect of Listening Stategy Instruction on Thai learners’ Self-efficacy, English Listening Comprehension and Reported Use of Listening Stategies. [Unpublished doctoral dissertation]. University of Reading.
- Tabrizi, H.M., & Saedi, M. (2015). The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability. English Language Teaching, 8(12), 158-169. https://doi.org/10.5539/elt.v8n12p158 DOI: https://doi.org/10.5539/elt.v8n12p158
- Travakoli, M., Shahraki, S. H., and Rezazadeh, M. (2012). The Relationship between Metacognitive Awareness and EFL Listening Performance; Focusing on IELTS Higher and Lower Scores. Journal of language teaching and learning,2, 24-37.
- Vandergrift, L., Goh, C., Mareschal, & Tafaghodatari, M.H. (2006). ‘The Metacognitive Awareness Listening Questionnaire (MALQ): Development and Validation’, Language Learning, 56, 431-62. https://doi.org/10.1111/j.1467-9922.2006.00373.x DOI: https://doi.org/10.1111/j.1467-9922.2006.00373.x
- Wang, Y., Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System 65. 139-150. https://doi.org/10.1016/j.system.2016.12.013 DOI: https://doi.org/10.1016/j.system.2016.12.013
References
Al-Alwan, A., Asassfeh, S., Al- Shboul, Y. (2013). EFL Learners’ Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related? International Education Studies, 6 (9), 31-39. https://doi.org/10.5539/ies.v6n9p31 DOI: https://doi.org/10.5539/ies.v6n9p31
Altıok, S., Başer, Z., Yukselturk, E. (2019). Enhancing metacognitive awareness of undergraduates by using an e-educational video environment. Computers & Education, 139. 129-145. https://doi.org/10.1016/j.compedu.2019.05.010 DOI: https://doi.org/10.1016/j.compedu.2019.05.010
Anderson, A. & Lynch, T. (2003). Listening. Oxford: Oxford University Press.
Astini, D. (2017). The Correlation between Metacognitive Strategies and Listening Comprehension of the Eleventh Grade Students of SMA Muhammadiyah Palembang. [Unpublished Undergraduate Thesis]. UIN Raden Fatah Palembang.
Bandura, A. (1994). Self-Efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (Vol. 4, 71-81). New York: Academic Press.
Brown, S. (2001). Listening Myths: Applying Second Language Research to Classroom Teaching. Michigan ELT.
Cera, R., Mancini, M., Antonietti, A. (2013). Relationship between Metacognition, Self-efficacy and Self-regulation in Learning. ECSP Journal, 7, 115-141. https://doi.org/10.7358/ecps-2013-007-cera DOI: https://doi.org/10.7358/ecps-2013-007-cera
Demir, S. (2017). An Evaluation of Oral Language: The Relationship between Listening, Speaking and Self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467. https://doi.org/10.13189/ujer.2017.050903 DOI: https://doi.org/10.13189/ujer.2017.050903
Dodds, J. (2011). The correlation between self-efficacy belief, language performance and integration amongst Chinese immigrant newcomers [Unpublished Master Thesis]. Hamline University.
Eded, J. (2017). Metacognitive Awareness in EFL Listening. [Unpublished Master Thesis]. J.J. Strossmayer University of Osijek.
Educational Testing Service. (2012). Practice test for the TOEFL Junior Standard Test.
Ghonsooly et al. (2014). Self-efficacy and Metacognition as Predictors of Iranian teacher trainees’ academic performance: a path analysis approach. Procedia-social and behavioral science, 98(2014), 590-598. https://doi.org/10.1016/j.sbspro.2014.03.455 DOI: https://doi.org/10.1016/j.sbspro.2014.03.455
Goh, C. C. M. (2000). A Cognitive Perspective on Language Learners’ Listening Comprehension Problems. System, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3 DOI: https://doi.org/10.1016/S0346-251X(99)00060-3
Goh, C. C. M. & Hu, G. (2013). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data, Language Awareness, 23(3), 1-20. https://doi.org/10.1080/09658416.2013.769558 DOI: https://doi.org/10.1080/09658416.2013.769558
Goudarzi, E & Ghonsooly, B. (2014). The Relationship between Metacognitive Awareness and Self-Efficacy and Their Effects on Test Performance of Iranian EFL Learners. International Journal of Language Learning and Applied Linguistics World, 6(1), 296-305.
Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10. 113-117. https://doi.org/10.1016/j.jeap.2011.04.001 DOI: https://doi.org/10.1016/j.jeap.2011.04.001
Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
Jinks, J., & Morgan, V. (1999). Children´s Perceived Academic Self -Efficacy: An Inventory Scale. The Clearing House, 72(4), 224-230. https://doi.org/10.1080/00098659909599398 DOI: https://doi.org/10.1080/00098659909599398
Kaya, T. (2017). A Follow-Up Study on Listening Strategy Use and Self-Efficacy in Relation to Listening Proficiency in EFL. The Economic Review of Toyo University, 42(2) 155-166. http://id.nii.ac.jp/1060/00008527/
Kazemi, M., Khodabandehlou, M., & Jahandar, S. (2013). The Impact of Self-Efficacy on Iranian Intermediate EFL Learner’s Listening Comprehension. Indian Journal of Fundamental and Applied Life Sciences, 3(3), 705-715.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273. https://doi.org/10.1207/s15430421tip4304_4 DOI: https://doi.org/10.1207/s15430421tip4304_4
Lestari, D. (2017). The Correlation Between Self-Efficacy Concerning Listening Skill and Listening Comprehension of the Eleventh Grade Students of SMA Negeri 1 Pemulutan Selatan. [Unpublished Undergraduate Thesis]. UIN Raden Fatah Palembang, Indonesia.
Li, W. (2013). A Study of metacognitive Awareness of Non-English Majors in L2 Listening. Journal of Language Teaching and Research, 4(3), 504-510. https://doi.org/10.4304/jltr.4.3.504-510 DOI: https://doi.org/10.4304/jltr.4.3.504-510
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. https://doi.org/10.1177/003172170608700916 DOI: https://doi.org/10.1177/003172170608700916
Mills, N., Pajares, F., Herron, C. (2006). A Reevaluation of the Role of Anxiety: Self-efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency. Foreign Language Annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x DOI: https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
Nunan, D. (1991). Language Teaching Methodology: A textbook for teachers. New York: Prentice Hall.
Osada, N. (2004). Listening Comprehension research: A brief review of the Past Thirty Years. Dialogue, 3, 55-66. DOI: https://doi.org/10.4324/9780203317730-12
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33 DOI: https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Rahimi, A., & Abedini, A. (2009). The Interface between EFL Learners’ Self-Efficacy Concerning Listening Comprehension and Listening Proficiency. Novitas Royal, 3(1), 14-28.
Rahimi, M., & Abedi, A. (2014). The Relationship between Listening Self-Efficacy and Metacognitive Awareness of Listening Strategies. Procedia - Social and Behavioral Sciences, 98, 1454-1460. https://doi.org/10.1016/j.sbspro.2014.03.565 DOI: https://doi.org/10.1016/j.sbspro.2014.03.565
Rahimirad, M., & Zare-ee, A. (2015). Metacognitive Strategy Instruction as a Means to Improve Listening Self-efficacy among Iraninan Undergraduate Learners of English. International Journal of Instruction, 8(1), 117-132. https://doi.org/10.12973/iji.2015.819a DOI: https://doi.org/10.12973/iji.2015.819a
Safitri, M. (2016). The Relationship among Metacognitive Learning Strategy, Vocabulary Mastery, and Reading Comprehension. [Unpublished Master Thesis]. Sanata Dharma University, Indonesia.
Sahragrard, R., Kushki, A., Miri, M. & Mahmooudi, F. (2015). The Metacognitive Awareness Listening Questionnaire as a Metacognitive-Raising Tool: Does It Works? Global Journal of Foreign Language Teaching. 5(1), 101-113. https://doi.org/10.18844/gjflt.v5i0.51 DOI: https://doi.org/10.18844/gjflt.v5i0.51
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033 DOI: https://doi.org/10.1006/ceps.1994.1033
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. https://doi.org/10.1023/A:1003044231033 DOI: https://doi.org/10.1023/A:1003044231033
Schunk, D.H. (2012). Learning Theories: An Educational Perspective. 6th edition (Indonesian translation version). Pustaka Pelajar Press, Indonesia.
Simasangyaporn, N. (2016). The Effect of Listening Stategy Instruction on Thai learners’ Self-efficacy, English Listening Comprehension and Reported Use of Listening Stategies. [Unpublished doctoral dissertation]. University of Reading.
Tabrizi, H.M., & Saedi, M. (2015). The Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability. English Language Teaching, 8(12), 158-169. https://doi.org/10.5539/elt.v8n12p158 DOI: https://doi.org/10.5539/elt.v8n12p158
Travakoli, M., Shahraki, S. H., and Rezazadeh, M. (2012). The Relationship between Metacognitive Awareness and EFL Listening Performance; Focusing on IELTS Higher and Lower Scores. Journal of language teaching and learning,2, 24-37.
Vandergrift, L., Goh, C., Mareschal, & Tafaghodatari, M.H. (2006). ‘The Metacognitive Awareness Listening Questionnaire (MALQ): Development and Validation’, Language Learning, 56, 431-62. https://doi.org/10.1111/j.1467-9922.2006.00373.x DOI: https://doi.org/10.1111/j.1467-9922.2006.00373.x
Wang, Y., Treffers-Daller, J. (2017). Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System 65. 139-150. https://doi.org/10.1016/j.system.2016.12.013 DOI: https://doi.org/10.1016/j.system.2016.12.013