MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN ĐẠI DƯƠNG DEVELOPING STUDENTS' LISTENING METACOGNITIVE STRATEGIES USING ONLINE VIDEOTEXT SELF-DICTATION GENERATION MASTER’S THESIS IN EDUCATION Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN ĐẠI DƯƠNG DEVELOPING STUDENTS' LISTENING METACOGNITIVE STRATEGIES USING ONLINE VIDEOTEXT SELF-DICTATION GENERATION LEARNING ACTIVITY FIELD: THEORY AND METHOD OF TEACHING ENGLISH Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR: Associate Professor LE VAN CANH, Ph.D Nghe An, 2019 ABSTRACT Many previous studies in second language learning have indicated that language acquisition is achieved through receiving language inputs Thus, listening is one of those skills; it appears to be a significant contributor to success in second language learning In spite of its vitality, it remains neglected in second language curriculum Yet, many EFL learners claim that listening is the most difficult skill to develop as they encounter many hindrances in listening tasks This study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening By exploiting the online videotext self-dictation-generation (videoSDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development Two theories were used to guide the online video- SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2) The study investigated how upper secondary students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills With emphasis on the metacognitive instructional process, students could promote their listening comprehension of different topic videos Thirty students were recruited to participate in the study Through data collected from the online learning platform, questionnaires, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students‟ metacognitive listening knowledge for enhancing EFL listening strategy instruction ACKNOWLEDGEMENT I owe my deepest gratitude to my beloved family, who have been there with their unceasing encouragement, understanding and support through the duration of my studies I will never forget all the people who directly or indirectly have lent their help in this venture and have understood the hard time I‟m deeply indebted to Associate Professor Le Van Canh, Ph.D who without his help and insightful suggestions, this research would not have been successfully conducted Thanks for his endless patience and constant support I would like also to express my acknowledgment to my fellow teachers for having devoted some of their time and accepted reading and commenting on this extended essay LIST OF ABBREVIATIONS: CALL: Computer-Assisted Language Learning CEFR: Common European Framework of Reference for Languages EFL: Foreign Language Learning L1: First Language L2: Second Language MALQ: Metacognitive Awareness Listening Questionnaire SDG: Self-dictation Generation VSTEP: Vietnamese Standardized Test of English Proficiency TABLE OF CONTENTS ABSTRACT ACKNOWLEDGEMENT LIST OF ABBREVIATIONS: TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Objectives of the study 1.2.1 General objectives 1.2.2 Specific objectives: 1.3 Research questions 1.4 Research method 1.5 Structure of the thesis: CHAPTER 2: LITERATURE REVIEW 10 2.1 Concept of Metacognitive Strategies 10 2.1.1 Definitions of Metacognitive Strategies 10 2.1.2 Benefits of Metacognitive Strategies 10 2.1.3 Three Strategy Sets of Metacognitive Strategies 12 2.1.4 Metacognitive strategies in L2 listening 15 2.2 Self - Directed Learning 18 2.2.1 Student question-generation approach 20 2.2.2 A self-dictation-generation question as a student question -generation approach 21 2.3 The role of video in teaching listening 23 2.4 Criteria for selecting video 25 2.5 Previous Researches 27 CHAPTER 3: METHODOLOGY 30 3.1 Location of the Research: 30 3.2 Participants: 30 3.3 Learning contents 31 3.4 Implementation 31 3.4.1 Research Schedule 31 3.4.2 Research Stages 32 3.4.3 Instruments 36 3.4.4 The Research Method 37 CHAPTER 4: FINDINGS AND DISCUSSION 40 4.1 The Pre-Metacognitive Awareness Listening Questionnaire Results 40 4.2 The Experimental Phase Results 47 4.2.1 Training Phase Results 47 4.2.2 The online video-SDG: 48 4.3 Post-Metacognitive Awareness Listening Questionnaire 53 4.4 Comparison of the pre and post MALQ Results 60 4.5 The online Videos-SDG intervention observation analysis 62 CHAPTER 5: CONCLUSION 63 5.1 Redefinition 63 5.2 Conclusion 63 5.3 Limitations: 65 5.4 Future research 66 REFERENCES 68 APPENDICES: 73 CHAPTER 1: INTRODUCTION 1.1 Rationale Strategy instructions for listening comprehension play a critical role in developing foreign language or second language learners‟ listening skills The acquisition of these skills is challenging to students, and as such these areas deserve more support (Vandergrift, 1997, 1999) Nowadays, CALL (ComputerAssisted Language Learning) provides the flexibility that learners and listeners need to deal with connected speech Many considered the student questiongeneration approach as an effective alternative to strategy training (Koch & Echstein, 1991; Rosenshine et al., 1996; Yu & Chan, 2005; Yu, 2005, 2009) Yu (2005, 2009) attempts to develop a question-setting learning system to support cognitive development for incoming information processing and describes its effect on metacognitive development In providing students with the questiongeneration approach in academic performance or other strategic training, she sees many advantages, such as encouraging a learning climate with active involvement and empowering students to see themselves as active thinkers and problem-solvers The student question-generation approach could potentially be applied to foreign language acquisition and, of particular interest to the current study, enhance student listening comprehension by developing student awareness of metacognitive strategy by listening to student question-generation captioned videos with a web-based platform support In second language learning, captioned videos are effective and useful (Leveridge & Yang, 2013; Montero Perez, Peters & Desmet, 2014) The instruction of listening strategy in metacognitive awareness is an important aspect of the strategy of listening 'intake' As students work on the web-based learning platform's authentic listening material, they can control what information they may input or intake 1.2 Objectives of the study 1.2.1 General objectives The objectives of this research study are to identify the effects of metacognitive strategy instruction and the online videos-SDG interventions in developing the students' listening metacognitive strategies of twelfth-grade students of English as a foreign language at Anh Son Upper Secondary School - Anh Son District, Nghe An Province 1.2.2 Specific objectives: a To measure the students‟ metacognitive listening awareness before and after the intervention b To perform an intervention in order to develop the students' listening metacognitive strategies by using online videos-SDG d To compare the students‟ listening metacognitive awareness before and after the intervention e To compare the students‟ listening comprehension level of proficiency before and after the intervention 1.3 Research questions Based on the educational background above, this particular self-dictationgeneration exercise has been adapted as an important tool to develop online video-SDG activity to raise awareness of students' listening skills The activity is focused on the core principles of the student question-generation method, which require students to construct their questions of self-dictation-generation Students continuously reconstructed meanings from what they heard on various videos while conducting the activity They might prefer to examine their awareness of listening content, clarify complicated words or meanings, and think about their reasons for noting these specific blanks Students had to validate their choices and selections with peers during group work in order to confirm known and unknown meanings or adjust interpretations after agreement on specific items was reached For this study, the research questions are: 1.3.1 What is the students‟ awareness of metacognitive knowledge in listening as they participate in the online video-SDG learning activity? 1.3.2 What is the students‟ awareness of metacognitive strategies regarding the online video-SDG learning activity? 1.3.3 Do students make progress in the listening while implementing the online video-SDG learning activity? 1.4 Research method This research is a Survey Research whose results based basically on the responses of the participants from the questionnaires In this study, the Metacognitive Awareness Listening Questionnaire (MALQ) is used as a mean of measurement to the students' perception The MALQ is provided to the students before and after intervention of the metacognitive listening strategy training sessions and the online videos-SDG given to the students 1.5 Structure of the thesis: Chapter 1: Introduction: Introduces the rationale, the general objectives and specific objectives of the study Research questions, research method and structure of the thesis are also included in this part 74 Tơi sử dụng từ tơi hiểu để đốn ý nghĩa từ không hiểu Khi tâm trí tơi nhãng, tơi phục hồi tập trung Khi nghe, so sánh tơi hiểu với tơi biết chủ đề Tôi cảm thấy nghe hiểu tiếng Anh thách thức Tôi sử dụng kinh nghiệm kiến thức để giúp hiểu 10 Trước nghe, nghĩ văn tương tự mà tơi nghe 6 6 6 11 Tơi dịch từ khóa tơi nghe 12 Tôi cố gắng bắt nhịp trở lại tập trung 13 Khi nghe, nhanh chóng điều chỉnh suy ssoans tơi tơi nhận khơng xác 14 Sau nghe, tơi nghĩ lại cách tơi nghe, tơi làm khác lần 15 Tôi không cảm thấy lo lắng nghe tiếng Anh 16 Khi tơi gặp khó khăn việc hiểu nghe, tơi bỏ ngừng lắng nghe 17 Tôi sử dụng đại ý văn để đốn ý nghĩa từ mà tơi khơng hiểu 18 Tôi dịch chữ nghe 6 6 6 19 Khi tơi đốn ý nghĩa từ, nghĩ lại cho thứ khác mà tơi nghe, để xem liệu dự đốn có khơng 75 20 Khi tơi nghe, tơi tự hỏi cách theo định kỳ liệu tơi có hài lịng với mức độ hiểu 21 Tơi có mục tiêu đầu nghe 6 Metacognitive Awareness Listening Questionnaire (MALQ) - English The statements below describe some strategies for listening comprehension and how you feel about listening in the language you are learning Do you agree with them? This is not a test, so there are no “right” or “wrong” answers By responding to these statements, you can help yourself and your teacher understand your progress in learning to listen Please indicate your opinion after each statement Circle the number which best shows your level of agreement with the statement Levels of agreement: Strongly Disagree Appropriate number for each level: Disagree Partly Partly disagree agree Before I start to listen, I have a plan in my head for how I am going to listen I focus harder on the text when I have trouble understanding I find that listening is more difficult than reading, speaking, or writing in English I translate in my head as I listen I use the words I understand to guess the meaning of the words I don‟t understand When my mind wanders, I recover my concentration Agree Strongly agree 6 6 6 76 right away As I listen, I compare what I understand with what I know about the topic I feel that listening comprehension in English is a challenge for me I use my experience and knowledge to help me understand 10 Before listening, I think of similar texts that I may have listened to 6 6 11 I translate key words as I listen 12 I try to get back on track when I lose concentration 13 As I listen, I quickly adjust my interpretation if I realize that it is not correct 14 After listening, I think back to how I listened, and about what I might differently next time 15 I don‟t feel nervous when I listen to English 16 When I have difficulty understanding what I hear, I give up and stop listening 17 I use the general idea of the text to help me guess the meaning of the words that I don‟t understand 18 I translate word by word, as I listen 6 6 6 19 When I guess the meaning of a word, I think back to everything else that I have heard, to see if my guess makes sense 20 As I listen, I periodically ask myself if I am satisfied with my level of comprehension 21 I have a goal in mind as I listen 6 77 * Adapted from Vandergrift, L , Goh, C., Mareschal, C & Tafaghodatari, M.H (2006) The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation Language Learning, 56, 431-462 Appendix B: Metacognitive Awareness Listening Questionnaire* - Categories Type Scale Strategy/Belief/Perception Planning Before I start to listen, I have a plan in my head for /Evaluation how I am going to listen Directed I focus harder on the text when I have trouble attention understanding Person I find that listening in English is more difficult than knowledge reading, speaking, or writing in English Mental I translate in my head as I listen translation Problem I use the words I understand to guess the meaning of -solving the words I don't understand Directed When my mind wanders, I recover my concentration attention right away Problem As I listen, I compare what I understand with what I -solving know about the topic Person I feel that listening comprehension in English is a knowledge challenge for me Problem I use my experience and knowledge to help me 78 -solving understand 10 Planni Before listening, I think of similar texts that I may ng/Evaluati have listened to on 11 Mental I translate key words as I listen translation 12 Direct I try to get back on track when I lose concentration ed attention 13 Proble As I listen, I quickly adjust my interpretation if I m-solving realize that it is not correct 14 Planni After listening, I think back to how I listened, and ng/Evaluati about what I might differently next time on 15 Person I don't feel nervous when I listen to English knowledge 16 Direct When I have difficulty understanding what I hear, I ed attention give up and stop listening 17 Proble I use the general idea of the text to help me guess the m-solving meaning of the words that I don't understand 18 Mental I translate word by word, as I listen translation 19 Proble m-solving When I guess the meaning of a word, I think back to everything else that I have heard, to see if my guess makes sense 20 Plannin As I listen, I periodically ask myself if I am satisfied g/Evaluatio with my level of comprehension n 79 21 Planni I have a goal in mind as I listen ng/Evaluati on * Adapted from Vandergrift, L , Goh, C., Mareschal, C & Tafaghodatari, M.H (2006) The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation Language Learning, 56, 431-462 Appendix C: The training session: lesson plan on practice online dictation LESSON PLAN Source: The video is downloaded and posted to https://youtu.be/kY9wVI-UvT8 (From 0:00 to 1:00) The content is authentic as it is unit one in the "Listening Practice Through Dictation 1" series written by Kelly Lee, published by Compass Publishing Rationale: The video is used as a mean of training and practicing on how to carry out a self-dictation-generation session as well as students' questions generation phase Prescribed Learning Outcome(s): + By the end of the lesson, students will be able to: - Create their own online dictation using Youtube sharing platform - Create their own gap-filling exercise Instructional Objective(s): Language: * Vocabulary: spot, litter, empty, spoil, pick up * Pronunciation distraction: spot, litter, spoil, Method: Communicative approach Techniques/ Activities: guessing, listen, practicing online 80 Prerequisite Concepts and Skills: Integrated skills Materials and Resources: Teacher Computer with the Internet Access, Projector Students Computers with the Internet Access Lesson Activities: Teacher’s activities Students’ activities A Warm up: Brainstorming: Think about the topic "PICNIC" Think about the B New lesson topic 5‟ Presentation a Dictation is 5‟ the act of speaking or reading so that somebody can write down the words a test in which students write down what is Listen and note down being read to them, especially in language lessons (Oxford Advanced Learner's Dictionary 9th edition © Oxford University Press, 2015) b Online dictation is the same way as dictation but it Listen and note is carried out online using online videos or audios and down type online through a web-based support In this lesson, we are going to learn how to use 10‟ 81 Youtube Sharing Platform, which allows you to listen and type online c Steps for online doctation: In https://www.youtube.com/, login with your Google account Go to https://youtu.be/kY9wVI-UvT8 Follow this step: click … then click Thêm dịch (Add translation) Listen and note down the links, the steps A new window will appear and you can type what you hear from the video on the left When you finish, press "Gửi đóng góp" (Publish) 5‟ d Create your own gap-filling exercise Listen and note As you are listening typing what you hear, it's very down 82 good of you to dictate all that you hear However, you can leave some words that you can not hear clearly or 15' the words that you think difficult to distinguish because it has the same sounds to some word else… Turn on the Practice the self-dictation and self-question computer and generation online practice Have students to form in to groups of six and turn on groups Explain to the computer and practice what they have learnt the teacher when in As the students create their draft, the teacher observes being asked 5' and asks them to discuss what you hear and why they leave that blank to check their understanding of the previous training session Listen and note C Homework down At home, practice more about what you have learnt Consolidation: Appendix D: Lesson plans for intervention phases: The online videos-SDG Intervention Objectives: Practice Listening and self-dictating, practice listening and self- 83 generating gap-filling exercises Materials to be used: online video at: https://www.youtube.com/watch?v=8RfKEZf14mI&list=PLmkDQgEY1KZbBp ZTWhKr1Tce7NY4MKz5g Time of the video: 3.07 Minutes Title of the video: Unit 10_Dinosaurs Content of the video: About Dinosaurs Description: (1) Before listening/Planning minutes: Students are informed about the topic and the teacher asks them what they know about dinosaurs and if they have ever watched a film or read a story/ article about dinosaurs Students share ideas out loud with the teacher and he/she writes them on the board (2) Step 1: Listen and self-dictation: 15 minutes: The students in groups of six, listen to the audio as they watch the video and follow the "steps for selfdictations" in training session (3) Step 2: Listen and generate gap-filling exercises: 15 minutes: Students discuss what should be left for gap-filling exercises After completing the task, the admin (the one who upload the video) will choose a subtitle for the whole class to listen and comment their answer (4) Step 3: Listen and fill in the gaps by commenting in the "add a public comment": minutes: Students complete their task in step then refresh the video to carry out this step (5) Final reflection: minutes: Along with the teacher, students discuss and comment on the most difficult part of the task and discuss what they would differently on another occasion 84 Intervention Objectives: Practice Listening and self-dictating, practice listening and selfgenerating gap-filling exercises Materials to be used: online video at: https://www.youtube.com/watch?v=g7dnpgmOZC0&list=PLmkDQgEY1KZbB pZTWhKr1Tce7NY4MKz5g&index=2 Time of the video: 1.05 Minutes Title of the video: Unit 12_Synchronized Swimming History Content of the video: Synchronized Swimming History Description: (1) Before listening/ Planning minutes: Students are informed about the topic and the teacher asks them to brainstorming about ballet swimming; what happened if people dance ballet in the water? Students share ideas out loud with the teacher and he/she writes them on the board (2) Step 1: Listen and self-dictation: 15 minutes: The students in groups of six, listen to the audio as they watch the video and follow the "steps for selfdictations" in training session (3) Step 2: Listen and generate gap-filling exercises: 15 minutes: Students discuss what should be left for gap-filling exercises After completing the task, the admin (the one who upload the video) will choose a subtitle for the whole class to listen and comment their answer (4) Step 3: Listen and fill in the gaps by commenting in the "add a public comment": minutes: Students complete their task in step then refresh the video to carry out this step (5) Final reflection: minutes: Along with the teacher, students discuss and comment on the most difficult part of the task and discuss what they would differently on another occasion 85 Intervention Objectives: Practice Listening and self-dictating, practice listening and selfgenerating gap-filling exercises Materials to be used: online video at: https://www.youtube.com/watch?v=uHX2f61l5M&list=PLmkDQgEY1KZbBpZTWhKr1Tce7NY4MKz5g&index=3 Time of the video: 1.25 Minutes Title of the video: Unit 13_Example Sport News Content of the video: Short news about a match at a basketball competition Description: (1) Before listening/ Planning minutes: Students are informed about the topic and the teacher asks them to brainstorming about basketball: points, how to play, number of players … Students share ideas out loud with the teacher and he/she writes them on the board (2) Step 1: Listen and self-dictation: 15 minutes: The students in groups of six, listen to the audio as they watch the video and follow the "steps for selfdictations" in training session (3) Step 2: Listen and generate gap-filling exercises: 15 minutes: Students discuss what should be left for gap-filling exercises After completing the task, the admin (the one who upload the video) will choose a subtitle for the whole class to listen and comment their answer (4) Step 3: Listen and fill in the gaps by commenting in the "add a public comment": minutes: Students complete their task in step then refresh the video to carry out this step (5) Final reflection: minutes: Along with the teacher, students discuss and comment on the most difficult part of the task and discuss what they would differently on another occasion 86 Intervention Objectives: Practice listening and self-dictating, practice listening and selfgenerating gap-filling exercises Materials to be used: online video at: https://www.youtube.com/watch?v=yIcOM_XdgKU&list=PLmkDQgEY1KZb BpZTWhKr1Tce7NY4MKz5g&index=4 Time of the video: 2.27 Minutes Title of the video: Unit 14_A brief history of the United Nations Content of the video: A brief history of the United Nations Description: (1) Before listening/ Planning minutes: Students are informed about the topic and the teacher asks them to networking about United Nations: the number of countries, the time of foundation … Students share ideas out loud with the teacher and he/she writes them on the board (2) Step 1: Listen and self-dictation: 15 minutes: The students in groups of six, listen to the audio as they watch the video and follow the "steps for selfdictations" in training session (3) Step 2: Listen and generate gap-filling exercises: 15 minutes: Students discuss what should be left for gap-filling exercises After completing the task, the admin (the one who upload the video) will choose a subtitle for the whole class to listen and comment their answer (4) Step 3: Listen and fill in the gaps by commenting in the "add a public comment": minutes: Students complete their task in step then refresh the video to carry out this step (5) Final reflection: minutes: Along with the teacher, students discuss and comment on the most difficult part of the task and discuss what they would differently on another occasion 87 Intervention Objectives: Practice Listening and self-dictating, practice listening and selfgenerating gap-filling exercises Materials to be used: online video at: https://www.youtube.com/watch?v=KoH7IW_7t_c&list=PLmkDQgEY1KZbBp ZTWhKr1Tce7NY4MKz5g&index=6&t=0s Time of the video: 3.00 Minutes Title of the video: Unit 15_International Women's Day Content of the video: Brief history about Women's Day Description: (1) Before listening/ Planning minutes: Students are informed about the topic and the teacher asks them to discuss about the history of Women's Day Students share ideas out loud with the teacher and he/she writes them on the board (2) Step 1: Listen and self-dictation: 15 minutes: The students in groups of six, listen to the audio as they watch the video and follow the "steps for selfdictations" in training session (3) Step 2: Listen and generate gap-filling exercises: 15 minutes: Students discuss what should be left for gap-filling exercises After completing the task, the admin (the one who upload the video) will choose a subtitle for the whole class to listen and comment their answer (4) Step 3: Listen and fill in the gaps by commenting in the "add a public comment": minutes: Students complete their task in step then refresh the video to carry out this step (5) Final reflection: minutes: Along with the teacher, students discuss and comment on the most difficult part of the task and discuss what they would differently on another occasion 88 Intervention Objectives: Practice Listening and self-dictating, practice listening and selfgenerating gap-filling exercises Materials to be used: online video at: https://www.youtube.com/watch?v=EvZsZttGPEc&list=PLmkDQgEY1KZbBp ZTWhKr1Tce7NY4MKz5g&index=6 Time of the video: 2.38 Minutes Title of the video: Unit 16_History of ASEAN Content of the video: Brief history about ASEAN Description: (1) Before listening/ Planning minutes: Students are informed about the topic and the teacher asks them to answer questions about the ASEAN such as how many countries are there?, When was Vietnam accepted the organization? Students share out loud with the teacher and he/she writes them on the board (2) Step 1: Listen and self-dictation: 15 minutes: The students in groups of six, listen to the audio as they watch the video and follow the "steps for selfdictations" in training session (3) Step 2: Listen and generate gap-filling exercises: 15 minutes: Students discuss what should be left for gap-filling exercises After completing the task, the admin (the one who upload the video) will choose a subtitle for the whole class to listen and comment their answer (4) Step 3: Listen and fill in the gaps by commenting in the "add a public comment": minutes: Students complete their task in step then refresh the video to carry out this step (5) Final reflection: minutes: Along with the teacher, students discuss and comment on the most difficult part of the task and discuss what they would differently on another occasion ... TRAINING VINH UNIVERSITY NGUYỄN ĐẠI DƯƠNG DEVELOPING STUDENTS' LISTENING METACOGNITIVE STRATEGIES USING ONLINE VIDEOTEXT SELF- DICTATION GENERATION LEARNING ACTIVITY FIELD: THEORY AND METHOD OF TEACHING... the online videotext self- dictation- generation (videoSDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening. .. participatory learning, self- directed learning, self- education, self- organised learning, self- planned learning, self- responsible learning, self- study and self- teaching as examples Oddi (1987,