Examining Second Language Listening and Metacognitive Awareness: A Meta-Analytic Structural Equation Modeling Approach

Autor/inn/en	In'nami, Yo; Cheung, Mike W.-L.; Koizumi, Rie; Wallace, Matthew P.
Titel	Examining Second Language Listening and Metacognitive Awareness: A Meta-Analytic Structural Equation Modeling Approach
Quelle	In: Language Learning, 73 (2023) 3, S.759-798 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (In'nami, Yo) ORCID (Cheung, Mike W.-L.) ORCID (Koizumi, Rie) ORCID (Wallace, Matthew P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12548
Schlagwörter	Second Language Learning; Listening Comprehension; Metacognition; Meta Analysis; Structural Equation Models; Questionnaires; Listening Comprehension Tests; Scores + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Hörverständnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Meta-analysis; Metaanalyse; Fragebogen; Hörverstehensübung
Abstract	Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta-analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta-analytic structural equation modeling to synthesize 29 studies that provided Pearson's product-moment correlation matrices from 4,574 learners. Results showed (a) that the MALQ measured metacognitive awareness as a single factor with five subcomponents (their interrelationship and relative contribution to metacognitive awareness varied) and (b) that metacognitive awareness explained listening comprehension (b* = .306). The results were moderated by publication type, the response format of listening comprehension tests, and participant type. The findings can help researchers to better conceptualize the construct of metacognitive awareness in relation to listening comprehension as well as to score metacognitive awareness. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01