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This study investigates metacognitive listening strategies among Saudi EFL students, identifying commonly used strategies such as problem-solving and mental translation, indicating proactive listening approaches. Data from 204 male and female students show no significant gender differences in strategy use, except for females demonstrating higher utilization of problem-solving. The findings emphasize the importance of gender-sensitive pedagogical methods in EFL teaching to enhance listening comprehension skills.
Listening comprehension in English as a Foreign Language (EFL) learners is a complex process crucial for language acquisition, yet often hindered by a lack of metacognitive listening comprehension strategies (MLCS) awareness. These strategies involve monitoring and regulating cognitive activities to enhance comprehension. Despite the recognized importance of MLCS, Saudi Arabian EFL students face challenges in mastering listening skills due to limited linguistic immersion and traditional teaching methods. While research on MLCS exists, there’s a gap in understanding its application among Saudi EFL learners. Thus, this study aims to explore MLCS usage among Saudi EFL students, focusing on effective strategies and potential gender differences, to improve pedagogical approaches and enhance listening skills in the Saudi EFL context.
In the Saudi context, the focus on English as a Foreign Language (EFL) aligns with the country’s socio-economic aspirations, recognizing English proficiency as crucial for global competitiveness. This emphasis is part of broader educational reforms aimed at integrating Saudi Arabia into the global arena. However, traditional teaching methods in the country have prioritized reading and writing over listening comprehension, neglecting a vital aspect of language learning. Listening comprehension is fundamental for effective communication and cross-cultural interactions, yet it has been overshadowed by more easily measurable skills. Challenges in fostering listening skills among Saudi EFL students include a lack of immersive language experiences and entrenched pedagogical practices. Addressing these challenges requires targeted research and specialized pedagogical approaches to ensure learners develop comprehensive linguistic abilities essential for global engagement.
Listening comprehension in EFL education extends beyond simple auditory perception, encompassing a range of cognitive abilities crucial for identifying key information, understanding nuances, and inferring context from spoken cues. Its significance goes beyond language understanding, impacting the broader development of communicative skills and intercultural awareness. Proficiency in listening allows students to actively participate in discussions, comprehend complex vocabulary and grammar, and adopt authentic pronunciation. Furthermore, it offers insights into English-speaking cultures, fostering global perspectives essential in today’s interconnected world. Effective listening skills facilitate language input, enhance vocabulary acquisition, and deepen cultural understanding, ultimately laying the groundwork for successful communication and integration into diverse linguistic environments.
In EFL education, integrating metacognitive strategies for listening comprehension represents a shift towards self-directed learning, involving skills like self-awareness and regulation, crucial for academic success. These strategies, including Directed Attention and Mental Translation, focus on conscious allocation of cognitive resources and bridging between native and target languages. Additionally, strategies like Person Knowledge and Planning and Evaluation help students tie new information to existing cognitive frameworks and evaluate comprehension respectively. The Problem-Solving approach encourages active identification and resolution of obstacles during listening, fostering critical thinking and resilience. Empirical studies underscore the importance of metacognitive strategies in improving listening comprehension, highlighting their role in simplifying the process and promoting independent learning.
Gender differences in metacognitive skills have been extensively studied in educational contexts. Metacognition, essential for academic success, involves controlling one’s cognitive processes. Research indicates varying views on gender disparities in metacognitive abilities, with some studies showing no significant differences overall. However, others suggest females may excel in metacognition, especially in preparation and self-control. Domain-specific studies reveal nuances, such as females demonstrating superior metacognitive skills in math but males excelling in science. Cultural and pedagogical factors significantly influence these disparities, as seen in cross-cultural analyses. Digital learning paradigms have furthered the discussion, revealing nuanced gender differences in online environments. Despite ongoing research, unresolved debates persist in language learning, highlighting the need for continued scholarly examination to enhance educational practices.
Previous research on EFL listening comprehension has emphasized the importance of metacognitive strategies in improving learner performance. Studies by Esmaeili et al. (2017) and Zeng and Goh (2018) have shown that integrating metacognitive strategies during listening tasks enhances academic performance and increases metacognitive awareness. Kok (2018) and other researchers have consistently found a positive correlation between strategy use and proficiency levels. The exploration of gender differences in strategy application has revealed mixed findings, with some studies indicating no significant gap while others suggest females may use these strategies more frequently. Research specific to the Iranian EFL context highlights varying preferences among learners, with English majors and females showing a stronger emphasis on metacognitive listening comprehension strategies. Moreover, studies have shown that explicit instruction in metacognitive strategies leads to improved listening abilities and awareness. However, there is a need for further research, particularly within the Saudi EFL context, to better understand the effectiveness and application of these strategies among learners and to tailor instructional approaches accordingly.
In Saudi English as a Foreign Language (EFL) education, problem-solving has emerged as the preferred approach, with a notable average score of 4.28, indicating its significance in addressing comprehension barriers during listening activities. This method involves complex cognitive tasks such as summarizing, predicting, and drawing inferences. The emphasis on problem-solving underscores the proactive engagement of students in overcoming comprehension obstacles. The widespread adoption of problem-solving methodologies reflects prevailing pedagogical trends in Saudi EFL classrooms, promoting critical thinking and active interaction with English resources. Integrating structured problem-solving exercises into listening comprehension activities could enhance outcomes for Saudi EFL students.
The strategic use of mental translation, with a high average score of 4.17, highlights its importance as an intermediary for overcoming language barriers. However, prolonged reliance on mental translation may hinder direct comprehension skills in English, suggesting a need for pedagogical adjustments to promote direct interaction with the language.
The planning and evaluation strategy, with an average score of 4.14, emphasizes the importance of self-assessment and preparation in mastering listening comprehension. Saudi EFL students exhibit metacognitive awareness, reflecting an educational philosophy that values learner autonomy and engagement.
Directed attention, with an average score of 4.06, signifies students’ recognition of the importance of sustained focus amidst distractions, aligning with contemporary pedagogical efforts to equip learners with essential cognitive skills.
Person knowledge, though less prevalent, suggests a tendency among Saudi EFL students to incorporate personal experiences and beliefs to aid comprehension. Educators could encourage this approach to deepen students’ understanding and retention of the language.
Overall, problem-solving emerges as the primary strategy for overcoming listening comprehension challenges, followed by mental translation, planning and evaluation, directed attention, and person knowledge. Gender-based differences were not significant except for the problem-solving strategy, where females demonstrated a higher propensity, possibly due to cognitive, social, and cultural factors. However, individual differences within each gender group should be considered before generalizations are made.
This study investigates metacognitive listening strategies among Saudi EFL students, with a focus on potential gender differences. Results show that problem-solving is the most commonly used strategy, followed by mental translation, planning and evaluation, directed attention, and personal knowledge. While most gender-based strategies showed no significant difference, females tend to utilize problem-solving more than males. These findings highlight the importance of understanding students’ cognitive preferences and gender disparities in language learning, guiding instructors in designing effective instructional methods. Further research is needed to deepen our understanding of these strategies and their impact on language acquisition.
Source:
Mohammad H. Al-Khresheh & Shatha F. Alruwaili (2024) Metacognition in listening comprehension: Analyzing strategies and gender differences among Saudi EFL University students, Cogent Social Sciences, 10:1, DOI: 10.1080/23311886.2023.2291954