Developing students listening metacognitive strategies using online videotext self dictation generation learning activity

NGUYỄN ĐẠI DƯƠNG DEVELOPING STUDENTS' LISTENING METACOGNITIVE STRATEGIES USING ONLINE VIDEOTEXT SELF-DICTATION GENERATION LEARNING ACTIVITY FIELD: THEORY AND METHOD OF TEACHING ENGLI

NGUYỄN ĐẠI DƯƠNG

DEVELOPING STUDENTS' LISTENING

METACOGNITIVE STRATEGIES USING ONLINE VIDEOTEXT SELF-DICTATION GENERATION

MASTER’S THESIS IN EDUCATION

Nghe An, 2019

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 (video-SDG) 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

TABLE OF CONTENTS

ABSTRACT 1

ACKNOWLEDGEMENT 2

LIST OF ABBREVIATIONS: 3

TABLE OF CONTENTS 4

CHAPTER 1: INTRODUCTION 6

1.1 Rationale 6

1.2 Objectives of the study 7

1.2.1 General objectives 7

1.2.2 Specific objectives: 7

1.3 Research questions 7

1.4 Research method 8

1.5 Structure of the thesis: 8

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

(Computer-Assisted Language Learning) provides the flexibility that learners and listeners

need to deal with connected speech Many considered the student generation 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 question-generation 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

question-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 2 Upper Secondary School

- Anh Son District, Nghe An Province

self-dictation-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

Chapter 2: Literature review: provides background information needed to

understand the study; the previous conclusions and definitions related to the study such as metacognitive strategies, self-directed learning, the role of video

in teaching listening, criteria for selecting video as well as the researches that have been done on the present topic

Chapter 3: Methodology: Presents the location and the participants of the

study, the learning contents and the procedure of data collection and analysis

Chapter 4: Findings and Discussion: is the most important part of the thesis

which presents the results collected and analysed from chapter 3

Chapter 5: Conclusion: Redefines the related contents of the study; the

conclusion resulted from Chapter 4; the limitations of the study as well as the suggestions of what should and should not be done for future research

Reference and Appendices are enclosed at the last pages of the thesis

CHAPTER 2: LITERATURE REVIEW

2.1 Concept of Metacognitive Strategies

2.1.1 Definitions of Metacognitive Strategies

There are several definitions of metacognitive strategies explained by the experts in the area of foreign and second language teaching They are as follows

According to Coskun (2010, p.36), "In simple terms, metacognition is thinking about thinking Its scholarly description comes from cognitive psychology that approaches metacognition as one's knowledge concerning one's own cognitive processes and products or anything related to them” Meanwhile, Tabeei et al (2013, p.15) state that “In cognitive psychology, metacognition is defined as an executive control which includes monitoring and self-regulation” Furthermore, Harris (2003) as cited by Birjandi & Rahimi (2012, p.496) informs that "metacognition is concerned with guiding the learning process itself”

Based on the definitions from the three researchers above, it can be concluded that metacognitive strategies are very important for students It is because metacognitive strategies can produce a way for students to coordinate and guide their learning process It helps students to think about how they think

It will also help the students to monitor and regulate the learning process independently

2.1.2 Benefits of Metacognitive Strategies

There are so many great benefits of metacognitive strategies if teacher can apply

it in the teaching and learning process According to Hauck (2005) as cited by Coskun (2010, p.36), “learners who have developed their metacognitive

awareness are likely to become more autonomous language learners” Meanwhile, Anderson (2002) as cited by Coskun (2010, p.36) informs that “the use of metacognitive strategies activates one's thinking and leads to improved performance in learning in general” Furthermore, Bidabadi & Yamat (2013, p.32) state that “Meta- cognitive strategies are important because they regulate and direct the language learning process” Moreover, Wenden (1998) as cited by Coskun (2010, p.37) explains the eight benefits for learners who have metacognitive abilities:

a They are more strategic learners

b Their rate of progress in learning as well as the quality and speed of their cognitive engagement is faster

c They are confident in their abilities to learn

d They do not hesitate to obtain help from peers, teachers, or family when needed

e They provide accurate assessments of why they are successful learners

f They think clearly about inaccuracies when failure occurs during an activity

g Their tactics match the learning task and adjustments are made to reflect changing circumstances

h They perceive themselves as continual learners and can successfully cope with new situations

Based on the explanations above, metacognitive strategies are really good for the students in the learning process The students will become independent, strategic, confident, fast, and diligent learners The students will be able to enhance their learning in general Metacognitive strategies will help the students

to regulate and direct their learning process, and it also helps the students to find out certain tactic in their learning so that the students can learn effectively

2.1.3 Three Strategy Sets of Metacognitive Strategies

There are three strategy sets of metacognitive strategies According to Oxford (1990, p.136), “Metacognitive Strategies include three strategy sets; Centering your learning, Arranging and Planning your learning, and evaluating your learning” Oxford (1990, p.138) explains those three strategies sets as follows:

2.1.3.1 Centering Your Learning

1) Overviewing and Linking with Already Known Material: Overviewing comprehensively a key concept, principle,

or set of materials in an upcoming language activity and associating it with what is already known

of delayed speech as part of the curriculum, but there is debate as to whether all students require this

2.1.3.2 Arranging and Planning Your Learning

4) Finding Out About the Language Learning:

Making effort to find out how language learning works by reading books and talking with other people, and then using this information to help improve one‟s own language learning

5) Organizing:

Understanding and using conditions related to optimal learning

of the new language; organizing one‟s Schedule, physical environment and language learning notebook

6) Setting Goals and Objectives:

Setting aims for language learning, including long-term goals

7) Identifying the Purpose of a Language Task:

Deciding the purpose of a particular language task involving listening, reading, speaking, or writing For example, listening to the radio to get the latest news on the stock exchange, reading a play for enjoyment, speaking to the cashier to buy a train ticket, and so on

8) Planning for a Language Task:

Planning for the language elements and functions necessary for

an anticipated language task or situation

9) Seeking Practice Opportunities:

Seeking out or creating opportunities to practice the new language in naturalistic situations, such as going to a second/foreign language cinema, attending to a party where the language will be spoken,

or joining an international social club Consciously thinking in the new language also provides practice opportunities

2.1.3.3 Evaluating Your Learning

1) Self-Monitoring:

Identifying errors in understanding or producing the new language, determining which ones are important, tracking the source of important errors, and trying to eliminate such errors

2) Self-Evaluating:

Evaluating one‟s own progress in the new language, for instance, by checking to see whether one is reading faster and understanding more than one month or six months ago, or whether one is understanding a greater percentage of each conversation

These three strategy sets are very good for the students to be applied in the learning process It is because these three strategy sets will help the students to focus in all kinds of learning activities This is in line with idea of Oxford (1990, p.138) that “this set of three strategies help learners to converge their attention and energies on certain language task, activities, skills, or materials”

Figure 2.1 Three Strategy Sets of Metacognitive Strategies

Source: Oxford (1999, p.137)

2.1.4 Metacognitive strategies in L2 listening

Flavell (1979: 906) views the term metacognition as “cognition about cognitive phenomena,” or “thinking about thinking” He defines metacognition

as a combination of two components: knowledge and regulation Each element has a specific value and point Metacognitive knowledge consists of three components: knowledge of (1) oneself as a learner and the factors that might influence performance, (2) strategies, and (3) knowing when, where, how and why to use particular learning strategies (Cross & Paris, 1988; Kuhn & Dean, 2004) Metacognitive regulation is about one regulating one‟s cognition and gaining awareness of one‟s comprehension, and many researchers have proposed activities like planning, monitoring, and evaluating (Schraw et al., 2006; Whitebread et al., 2009) More specifically, rather than sitting isolated because of a breakdown in comprehension or passively waiting for teachers to give answers, learners are trained to know what to do and how to carry out strategies to solve their problems when they come across difficulties or further elaborate their condition to set short- and long-term goals to check their comprehension during listening tasks (Oxford, 1990) Wenden (1998) lists eight points about learners‟ metacognitive ability which encourage and guide students‟ metacognitive development in EFL learning He states that learners could (1) be more skilled learners, (2) be faster in the progress as well as the quality of their engagement, thereby resulting in the higher motivation level, (3)

be persistent in their abilities to pursue goals, (4) gain help from peers, teachers,

or family if required, (5) understand how to be successful learners, (6) be active thinkers about obstacles, inaccuracies or failures that occur during the learning process, (7) manage their learning to match it with learning tactics and adjust themselves to reflect changing circumstances, and (8) remind themselves that they are continual learners who can successfully adapt to new situations or rules

Many researchers view these strategies as conducive to learning and conduct research on exploring students‟ use of metacognition (Birjandi and Rahimi, 2012; Bozorgian, 2013) Many findings reflect the awareness in language learning that students could, and are required to, instruct knowledge of metacognitive strategies to develop tools that facilitate them in becoming more autonomous language learners (Chamot & O‟Malley, 1994; Vandergrift, 1997; Smidt & Hegelheimer, 2004) Listening comprehension skills are also significantly advanced by introducing metacognitive strategies into teaching Two salient models of a learning cycle have emerged from the works of Chamot and O‟Malley (1994) and Vandergrift (1997) Chamot and O‟Malley (1994) have developed five phases of the learning cycle including preparation, presentation, practice, evaluation, and expansion In general, two major principles in the five steps could be highlighted The first guideline engages students to reflect on their prior knowledge of strategy use, which diagnoses individual learning problems and encourages the evolution of new concepts about listening The second principle emphasizes ways of experiencing listening strategy deployment and evaluating the appropriateness of these deployments Vandergrift‟s perspective on the learning cycle (1997) adapts Flavell‟s (1979) framework on metacognitive knowledge, which creates a theoretical model of metacognition in L2 listening (see Table 1) Vandergrift (1997) lists four strategic categories including planning, monitoring, evaluation, and problem identification to illustrate a learning cycle of engaging learners with creating or checking students‟ predictions, stating gaps in their understanding, and monitoring and reflecting on their learning

Metacognitive

Personal knowledge

- Self-concepts and self-efficacy about listening, specific listening problems, causes, and possible solutions

Task knowledge

- Mental, affective and social processes involved in listening skills (e.g., listening for details, gist) needed for completing listening tasks

- Factors that might influence listening (e.g., videotexts, speakers)

- Ways of enhancing listening outside the class

Table 1 Vandergrift’s (1997) metacognition model in L2 listening

Chamot and O‟Malley‟s (1994) model creates a carefully planned linear lesson combing language, content, and strategy training, while Vandergrift, et

al (2006) developed and validated an effective indicator of metacognitive awareness of listening They developed the MALQ (Metacognitive Awareness Listening Questionnaire) It assesses ELL‟s metacognitive awareness and perceived strategy use while listening to a text It contains five distinct factors:

(Appendix B) Problem-solving (PS), planning/ Evaluation (PE), Mental

Translation (MT), Person Knowledge (PK), and Directed Attention (DA) PS represents ELLs‟ knowledge of inference of their comprehension and to monitor these inferences PE represents students‟ preliminary stage of listening and evaluation of their achievement MT defines whether or not learners translate from what they hear to their L1 PK shows students‟ strategy use of controlling self-efficacy during listening when they feel difficulty Finally, DA is listeners‟

strategy use to focus on listening It appears that the higher language ability a learner has, the better-balanced metacognitive strategies are used Vandergrift and Tafaghodtari (2010) similarly claim that “learners with a high degree of metacognitive knowledge and the facility to apply that knowledge are better at processing and storing new information, finding the best way to practice, and reinforcing what they have learned” (p.473) The current study adapts Vandergrift‟s (1997) model as a theoretical basis to analyse students‟ metacognitive strategy usages

2.2 Self - Directed Learning

… self - directed learning is one of those amorphous terms that

occurs in adult education literature but that lacks precise definition

… it is so broad as to be almost meaningless (Jarvis, 1992a, p.130,

131)

A versatile concept, it has been co-opted to every purpose that adult

educators espouse and pursue The consequence of this is that the

literature on self-direction is extensive, but it is also confusing The

lack of internal consistency precludes the possibility of developing a

coherent theory of self- direction, or even of self-directed learning,

from within the literature itself (Candy, 1991, p.411)

Self-directed learning may seem to be self-explanatory and we all probably assume we know what it is However, there is no single, accepted definition; rather there is a confusion of terms used in various ways by different people Kasworm (1983, cited in Candy, 1991; Oddi, 1987) was one of the first to articulate this confusion Candy (1987) identified at least 30 different terms being used interchangeably with self-direction He lists autodidaxy, autonomous learning, independent learning, learner-controlled/ directed instruction, non-

traditional learning, open learning, 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, p.21) lists a

“plethora of terms used in reference to the concept” and Gerstner (1992) found

20 different terms including self-instruction, self-initiated learning, self-directed enquiry, self-propelled, individual learning and autotelic enquiry Brockett & Hiemstra (1991) note that the definition not only varies with individual writers but also over time with the same writer(s) They trace the changing definitions used by themselves and Stephen Brookfield as examples

Garrison (1992) draws attention to the internal and external dimensions of self- direction, although his definitions are slightly different Like other writers mentioned here, his external dimension refers to the control of the educational process but his internal dimension refers to responsibility for constructing meaning rather than to the personal attributes of self-directed learners He claims that most writers have an inherent emphasis on one or other of those dimensions and argues for an integrated perspective, bringing together critical thinking (as a way of constructing meaning) and self-directed learning Brookfield (1988) uses meaning construction as a favoured aspect of self-directed learning:

Self-directed learning in adulthood, therefore, is not merely

learning how to apply techniques of resource location or

instructional design It is, rather, a matter of learning how to

change our perspectives, shift our paradigms, and replace one

way of interpreting the world by another (Brookfield, 1988,

p.103)

Candy (1991), in his comprehensive analysis of the literature, further develops this two - dimension concept He distinguishes between self-direction as a goal, outcome or product of learning (personality characteristic) and as a process or

method of learning (instructional method) and goes on to define four distinct but related phenomena The goal categories he calls self-management (the willingness and capacity to conduct one's own education) and personal autonomy (a personal attribute) The process categories he refers to as learner control (a mode of organising instruction in formal settings) and autodidaxy (the individual, non-institutional pursuit of learning opportunities in the natural societal setting) (Candy, 1991, p.23) While he makes this distinction Candy also argues that the dimensions are inter-related

2.2.1 Student question-generation approach

One of the growing areas of interest in generative learning strategies aimed at processing learning materials is the student question-generation approach in which learners ask themselves questions about various aspects of texts and generate answers Rather than treating teachers as dominant figures in classroom-based learning, student question generation involves reciprocal teaching leading students not only towards deep information processing but also towards strategy training (Soonthornmanee, 2002) The student question-posing strategy has been explored in many different learning contexts and shows significantly positive learning outcomes in relation to instructional targets (domain knowledge and learning strategy) For example, Rosenshine et al (1996) study L1 settings in connection with reading comprehension in which a group of students receiving procedural prompts (generic question stems and signal word prompts) scored better than the unprompted control group The results concluded that generic question stems were more helpful for students than signal word prompts In a similar vein, King‟s (1994) strategy instruction uses strategy prompt cards to provide prompt discussion in which pairs of students, guided by questions designed to utilize prior knowledge or experience,

were more successful in comprehension than students guided by questions designed to prompt connections between ideas in a lesson These analyses focus exclusively on the evaluation of metacognitive strategy pertaining to the transition of students from teacher-led learning to student-directed learning during the learning process

On the other hand, Yu‟s (2009) research supports pre-service teachers‟ shift to more sophisticated learning through guidance to deploy various types of student question-generation activities (e.g., matching, multiple-choice, fill-in-the-blank, short answer and essay) for learners by using online customizable peer-assessment systems In this research, the foci are on learners‟ development of domain knowledge, metacognitive strategies, and positive attitudes towards learning activities, all of which report positive results A friendly online group discussion board has also been created by Choi, Land, and Turgeon (2005) to facilitate learners‟ ability to raise thoughtful questions and responses to challenging questions Composing questions not only requires learners to pay attention to the main content, monitoring and to check their current state of understanding; it also involves utilizing learners‟ metacognitive learning strategies

2.2.2 A self-dictation-generation question as a student question -generation approach

Self-generation question or self-questioning is a skill that is classified as

a self-management strategy and is often times utilized to change behaviors, complete tasks, guide instruction, gain understanding, and much more Self-management is the ability to generate responses to increase or decrease the future frequency of a target behavior one wishes to change (Heward, 2013) Self-monitoring and self-evaluation are the most commonly used methods as well as being the most

researched of all of the self-questioning skills (Heward, 2013) monitoring is a procedure in which a person observes his or her own behavior and records the occurrences or nonoccurrences of a specific desired or undesired behavior Self-evaluation is when a person compares his or her own performance against a predetermined goal or standard

Self-Thus, self-questioning can incorporate both self-monitoring procedures and self-evaluation procedures to actively generate questions about a particular topic to increase understanding of the content being listened, monitor progress to ensure accuracy of generating questions, and evaluate how well the questions were generated against a pre-set goal Self-questioning strategies have been continually proven successful strategies for the acquisition of comprehension skills through empirical scientific evidence (see Berkeley et al., 2010; Solis et al., 2011)

The study conducted by Wong (1985) evaluated and reviewed questioning instructional research within 27 studies from 1965 through

self-1982 These studies used self-questioning strategies, either in an oral format or a written format, to increase student processing of text when reading, for students from elementary school through college The authors found three critical instructional variables for teaching self-questioning: (a) level of criterion training, (b) explicit instruction about question generation, and (c) student processing time Therefore, the studies in which students were trained to desired criterion, received clear instructions on question generation, and were given sufficient processing time gained the most successful results overall In contrast, studies that did not focus on these three components of instruction failed to achieve positive student outcomes

Dictation is widely used as a type of exercise in listening activities where a

worksheet has a gap-filling exercise requiring learners to note down missing words or phrases spoken by the teacher Dictation is often treated as a gap filling-in exercise that develops learners‟ listening ability in words, spelling, and punctuation Cross (2009:152) criticizes “this type of task utilization as it does little to promote „real work‟ listening skills” germane to comprehension and thinks it is an unrealistic listening activity because it is purely and mechanically based on listening to sounds without considering context or actual meanings of words However, Chang & Chang (2014) argued that dictation is not merely the above shallow view led by teacher-centred instructions but can be effective when used as an instructional method to enhance students‟ learning It can be redefined from the statements above that by listening to the tapescripts, students are encouraged to create gap-filling exercises themselves basing on their own critical thinking through objective reasons such as the words are difficult to hear because of elision, the speaking speed or a new word that they have never heard before; or subjective reasons such as a homophone, collocations … that they have known but to challenge their mates In another word, their roles were like teachers or examiners

2.3 The role of video in teaching listening

It is important to note that in many spoken interactions, the relevant linguistic information is conveyed not only by the sound Kellerman as quoted

by Buck (2001: 46) has argued that looking at the speaker's mouth- the lips, jaw and tip of the tongue- provide information about what the speaker is saying, and listeners use that to help them understand Abercrombie in Buck (2001: 47) suggests that we speak with our vocal organs, but we converse with our bodies‟ Especially in teaching second-language listening, Rubin in Buck (2001: 47) suggests that visual support can aid language learners, especially less

proficient learners and is particularly helpful with more difficult texts Moreover, Buck (2001:47) explains that nonverbal communication can take a number of forms, and they may be deliberate, for the purpose of communication,

or unintentional Detail explanations are follows

1 Firstly, there are actions or movements that are obligatory in certain types of social situations For example: greeting such as bowing and handshaking are executed in a certain way

2 Secondly, certain general body movements express the mood of the speaker: depression or happiness are often very apparent in the posture and movements of the speaker, and our assessment of the speaker's mood can have a considerable influence on how we interpret what they say

3 Thirdly, there is kinesics, which might be defined as message- related body movements Antes and Kellerman as quoted by Buck (2001: 47) state that gesture or facial expressions can substitute for a verbal message, as in the case of a shoulder shrug to indicate that the speaker does not know or doesn't care Sometimes body movements might reinforce a message, as in the case of emphatic gestures expressing important points, or at other times they might be intended to completely modify the interpretation of the spoken message, as in the case of gestures

or facial expressions to indicate disbelief or sarcasm

Based on the explanation above, it is stated that the existence of visual information is an important variable in spoken language comprehension Visual information does not only provide a supplement of the linguistic information, but it also helps to define the context in which the spoken message will be interpreted

Thus, teaching listening of oral narrative text by using video is expected to give more effective result than teaching listening of oral narrative text without video

By listening to the auditory stimulus and paying attention on the visual stimulus, students will be able to catch the meaning of spoken narrative text better

2.4 Criteria for selecting video

There are certain general criteria should be kept in mind when selecting an authentic video for use in the classroom In http://www.teachingenglish.org.uk/article/video-young-learners-1, the criteria for selecting video are as follows

5 Level of maturity

Children mature very quickly so a group of 7-year olds watching a video made for 5-year olds would probably regard it as 'too babyish' On the other hand, using a video intended for older children with a group of younger children might lead to the children not being able to understand the concepts in the video

6 Availability of Related Materials

Many authentic videos now come with readily made materials that can be used for language teaching

It is also can be found in young-learners-1 that there are further elements which should be supposed when selecting a video used for presenting language or for comprehension tasks Those factors are as follows

http://www.teachingenglish.org.uk/article/video-6.1 Degree of visual support

A good idea is to choose scenes that are very visual The more visual a video is, the easier it is to understand - as long as the pictures illustrate what is being said

6.2 Clarity of picture and sound

If the video has been copied from the television it is important to make sure both the picture and sound are clear

6.3 Density of language This refers to the amount of language spoken in a particular time

Videos where the language is dense are more difficult for learners to comprehend

good degree of visual support and sound Besides, this video is suitable for young learners Its length (around 1.5 minutes up to 5 minutes), educative contents, speech delivery and language level are appropriate for young learners Its language contents (particular grammatical structures and language functions) are appropriate with the what National curriculum provided (Tieng Anh 12-basic textbook) Teachers can get it easily that is by downloading through the Internet

2.5 Previous Researches

In order to improve the understanding about this research, the researcher presents three relevant studies The first research has been done by Birjandi and Rahimi (2012) The objectives of this research were to explore the effect of metacognitive strategy instruction on the listening performance of EFL university students This research applied true experimental design The participants of this research were 62 students studying English translation and literature at Shahid Beheshti University which were divided into experimental and control group based on their pre test scores The experimental group was given treatment by using metacognitive strategy instruction whereas the control group received no treatment After conducting the post test, the result of the statistical analysis showed that the experimental group outperformed the control group The result of this research showed that metacognitive strategy instruction has positive effect on the listening performance of the students It encouraged the students to be more responsible for the learning process

The second research has been done by Tavakoli and Koosha (2016) The objective of this research was to investigate the influence of explicit metacognitive strategy instruction on reading comprehension and self-efficacy

in English as a Foreign Language (EFL) among university students in Iran This

research applied true experimental design The participants of this research were randomly assigned to either experimental group as many as 50 students, and control group, as many as 50 students The experimental group was given treatment by using metacognitive strategy instruction whereas the control group received no treatment After conducting the post test, the result showed that experimental group outperformed the control group The research finding showed that if metacognitive strategy instruction is used everyday in foreign language classroom activities and tasks, it can positively and significantly enhance reading achievement and self-efficacy From this research, it can be concluded that metacognitive strategy instruction can be also used to improve reading achievement and self-efficacy

The third research has been done by Kim (2015) The objectives of this research were to investigate the effect of the use of video in improving listening comprehension of 86 students that registered in a summer session in a Korean University This research applied true experimental design The students were taught the same lessons by using authentic videos material for ten sessions in three weeks Pre-test and post-test were conducted to determine whether authentic video materials were effective to improve students‟ listening comprehension or not The participants of this study were organized into three groups based on the result of their TOEIC scores They were low group (29 students), intermediate group (29 students), and advanced group (28 students) The result of this research showed that after learning with videos, the students‟ listening comprehension in the intermediate and the advanced group increased significantly but not in the low group The listening improvement in those two groups was much greater than the low group This research also found that the students' perceptions toward using the videos in improving their listening comprehension were very good and positive

However, the three researches above investigated the effect of using metacognitive strategies and using video separately The first research explored the effect of metacognitive strategies on the listening performance The second research investigated the effect of using metacognitive strategies on reading comprehension and self-efficacy, and the third research investigated the effect

of using video in improving the students‟ listening comprehension In this research, the researcher combined listening strategy instruction with online video-SDG to develop the students‟ listening metacognitive strategy

CHAPTER 3: METHODOLOGY

3.1 Location of the Research:

This research was conducted in Anh Son 2 upper secondary school - about 80 km from Vinh city to the West of Nghe An The school is located at Linh Son, Anh Son, Nghe An The access to the school is not difficult because it

is on the 7A National Street This school was founded in 1986 It stands in the

area of over 50.000 m2 The school is described as healthful to carry out the teaching and learning process This school has over 800 students coming from the nearby communes The school is equipped with a listening lab, two IT practice learning room, and other labs for chemistry and physics … Now, the headmaster of the school is MA Nguyen Anh Dung

3.2 Participants:

The online video-SDG learning activity was conducted at an upper secondary school in the western part of Nghe An in a twelfth grade class The course focused on providing EFL learners with authentic listening materials and developing listening metacognitive strategies by using metacognitive listening strategy training and online videotext SDG The course met through an optional period in 12 weeks for a weekly 45-minute session Thirty Grade twelve EFL students (in a class) were selected to join in the course, and none of them had attended programs for special listening methods Their English was at the pre-intermediate stage (B1, in accordance with the Common European Framework

of Reference for Languages (CEFR) or VSTEP (Vietnamese Standardized Test of English Proficiency)

3.3 Learning contents

I chose 6 short videos whose subjects related to learning contents from national curriculum such as history, animals, living environment, sports, women Depending on the pre-selected subjects, the YouTube video-sharing platform was used to reinforce strategy instruction Two key top-down strategies (listening to main points, prediction,) and bottom-up strategies (including vocabulary, and syntactic patterns) were implemented by presenting the learners with a piece of video, while Metacognitive Awareness Listening Questionnaires (MALQ) were selected to measure the changes in metacognitive listening strategies after the metacognitive listening strategy instruction and training

sessions and the online video-SDG interventions

3.4 Implementation

3.4.1 Research Schedule

Research schedule is very important before conducting a systematic research In this research, the researcher presented the research schedule as follows:

references for the

Table 3.1 Research Schedule 3.4.2 Research Stages

The second term consists of 18 weeks for 18 optional classes However, only 12 sessions were available on the time table and the left were for the substitution classes at the end of the term The 12-week course was divided into two stages: four weeks for the stage 1 and 8 weeks for the stage 2 Table 3.2 describes the detailed procedures of the online video-SDG learning activity

I Pre-MALQ; Present & practice-

strategy instruction (weeks 1- 4)

Identifying the students' awareness of metacognitive listening strategies Understanding what listening strategies are; experiencing and practicing strategy usages

II Evaluation – implementation of

metacognitive development through

post-MALQ: (weeks 5-12)

Processing listening strategy by incorporating the development of metacognitive listening Evaluating the changes in metacognitive listening strategies

Table 3.2 Research stages

3.4.2.1 Stage I Pre-MALQ, presentation and practice of listening strategy instruction

3.4.2.1.1 Pre-MALQ and Presentation: - Structure of the metacognitive listening strategy training sessions

As stated above, every training session in metacognitive strategies was structured following the metacognitive Pedagogical Sequence proposed by Vandergrift and Goh (2012) The Pedagogical Sequence consists of five stages:

1 Planning/ predicting: In this phase, the teacher provides the context

of the topic and the students predict information related to the topic

2 First verification stage and plan with peers for second listen: Students verify their predictions after the first listening and add new information they did not understand during the first phase

3 Second verification stage and text reconstruction: After the second listening, students revise the information they wrote in the previous phases and add new information if necessary This phase allows students

to discuss the listening text with their partners

4 Final verification stage: Students listen to the audio for the last time and if required, they add new information they did not notice in the previous stages

5 Reflection and goal setting: Learners reflect on their listening performance, the difficulties they encountered, and the way they should face listening tasks in the future

https://www.talkingpeople.net/tp/howtolearn/listening/selfdictations.html)

Step 1 Listen to your audio once or twice (Don't write anything

down, just listen!)

Step 2 Jot down in your notebook the description of the exercise you

are going to do - the topic, duration, page/origin, etc

Step 3 Listen to a complete sentence and stop the recording Repeat

the complete sentence aloud

Step 4 If you can't, play it again and try repeating it aloud again

Then try to copy it If you miss a word or phrase (syntagma), leave a gap and continue listening to the recording

Step 5 Continue like this with the next sentences Don't worry about

leaving blanks (gaps) If you don't know how to spell a word, write its sound between slashes, like this, / /

Step 6 When you finish, listen to the complete recording again,

without stopping it Fill in the gaps Listen to the complete recording filling in the gaps as many times as you need to complete your dictation

Step 7 Check your spelling with the tapescript in your textbook or

wherever Jot down your mistakes Notice them

Step 8 Follow-up Take the same dictation some other day later on

Instead of trying to jot down the text on the notebook (step 4), or check the spelling with the tapescrip in your textbook (step 7), students are asked to type the text into the transcript board as YouTube Platform supports this (see Figure 1), and the missing words of each video (step 6) may serve as tasks for

the other groups

3.4.2.1.2 Practice of listening strategy

instruction

In this stage, after students had gained an understanding of listening strategy, techniques to create they were suggested to form groups of six so that they can efficiently interact and knowledge share As the time was limited but there were a large number of tasks that students need to finish, they were encouraged to practice the strategies learnt, taking turns in playing the reciprocal roles of „teacher‟ and „student‟ in sharing the use of the listening strategies at home For example, group members shared their thoughts on how to apply listening comprehension strategies Also, correct meanings of the video content were brainstormed and students‟ experiences of the listening strategies learning process were discussed Then in the next two 45-minute sessions, the teacher led

a class discussion about the meanings and correct captions of the video and shared how the thought process worked to deal with incoming speech and

comprehension breakdown (Appendix B)

3.4.2.2 Stage II Evaluation–metacognitive development

In this stage, students were required to carry out the online video-SDG activity While choosing a specific blank as the main task of filling-in-the-blanks, students needed to note down the reasons for (1) what the strategies made them understand from certain words or phrases they highlighted (the reasons for this) if they understood the meanings, and (2) why they could not figure out words or phrases they left blank or whether they had trouble understanding them (problems encountered) Two types of questions were

adapted from Ogle‟s (1986) KWL chart where the “K element” stood for “what

I know”, the “W component” concerned “what I want to know”, and the “L factor” concerned “what I learnt” These three concepts were suitable for application in the study, although Ogle‟s study mainly trained students to develop active reading from expository texts Students collaborated to complete the activity and created their group- based self-dictation generation exercises

3.4.3 Instruments

The Metacognitive Awareness Listening Questionnaires (MALQ) designed by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006) was the instrument for the study Before starting strategy instruction in the first stage and after completing the intervention, the MALQ was respectively administered in the first and last weeks of the study

The questionnaire chosen to elicit the data about the students‟ level of listening metacognitive awareness was the Metacognitive Awareness Listening Questionnaire (Appendix A) designed by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006) According to Goh (2013), this questionnaire is based on research and theory about L2 listening, specifically on Flavell‟s (1979) proposals about metacognition It elicits awareness of five distinct strategies: directed attention, mental translation, planning and evaluation, problem solving, and person knowledge In other words, the questionnaire elicits information about the perception that students have of their use of strategies when engaged

in a listening task and also asks for information on the person knowledge that they have with relation to how confident they feel about listening in the target language In more specific terms, directed attention strategies refer to the students‟ ability to concentrate on a specific task; mental translation strategies help students to translate the information heard in the L2 into their first language; planning and evaluation strategies are meant to guide students to

prepare before listening and to evaluate their performance after listening; problem solving strategies help students to make inferences when they do not understand a certain word Finally, person knowledge elucidates students‟ self-confidence in L2 listening tasks Vandergrift et al (2006) also validated the Metacognitive Awareness Listening Questionnaire as a way of efficiently measure the development of students‟ listening metacognitive awareness The Metacognitive Awareness Listening Questionnaire was thought as an appropriate tool for the students‟ self-regulated use of metacognitive listening comprehension strategies Vandergrift et al (2006) stated that there is a correlation between listening comprehension performance and the results of the Metacognitive Awareness Listening Questionnaire The Metacognitive Awareness Listening Questionnaire has 21 items Students have to respond to the 21 statements by rating their responses on a six-point Likert scale, in which

1 stands for „strongly disagree‟, 2 stands for „disagree‟, 3 stands for „partially disagree‟, 4 stands for „partially agree‟, 5 stands for „agree‟, and 6 stands for

„strongly agree‟ The questionnaire was translated into Vietnamese (Appendix A) in order to facilitate the students‟ understanding of the statements when

eliciting the information

3.4.4 The Research Method

This research is a Survey Research In this study, the MALQ is used as a means 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-SDG given to the students

3.4.4.1 MALQ - Metacognitive Awareness Listening Questionnaire

The questionnaire chosen to elicit the data about the students‟ level of listening metacognitive awareness was the Metacognitive Awareness Listening Questionnaire designed by Vandergrift, Goh, Mareschal, & Tafaghodtari (2006) According to Goh (2013), this questionnaire is based on research and theory about L2 listening, specifically on Flavell‟s (1979) proposals about metacognition It elicits awareness of five distinct strategies: directed attention, mental translation, planning and evaluation, problem solving, and person knowledge In other words, the questionnaire elicits information about the perception that students have of their use of strategies when engaged in a listening task and also asks for information on the person knowledge that they have with relation to how confident they feel about listening in the target language In more specific terms, directed attention strategies refer to the students‟ ability to concentrate on a specific task; mental translation strategies help students to translate the information heard in the L2 into their first language; planning and evaluation strategies are meant to guide students to prepare before listening and to evaluate their performance after listening; problem solving strategies help students to make inferences when they do not understand a certain word Finally, person knowledge elucidates students‟ self-confidence in L2 listening tasks Vandergrift et al (2006) also validated the Metacognitive Awareness Listening Questionnaire as a way of efficiently measure the development of students‟ listening metacognitive awareness The Metacognitive Awareness Listening Questionnaire was thought as an appropriate tool for the students‟ self-regulated use of metacognitive listening comprehension strategies Vandergrift et al (2006) stated that there is a correlation between listening comprehension performance and the results of the