The effects of motivation and metacognitive strategy use on EFL listening proficiency

HARPUTLU L., CEYLAN E.

14th Language, Literature and Stylistics Symposium, Selcuk, Türkiye, 15 - 17 Ekim 2014, cilt.158, ss.124-131 identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 158
  • Doi Numarası: 10.1016/j.sbspro.2014.12.056
  • Basıldığı Şehir: Selcuk
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.124-131
  • Anahtar Kelimeler: self-determination theory, motivation, metacognitive strategies, listening, SELF-DETERMINATION, INDIVIDUAL-DIFFERENCES, AWARENESS, LEARNER, ORIENTATIONS
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

Listening ability is significant for both daily life and second language acquisition. There are many factors affecting listening ability in second language acquisition. Motivation and metacognitive strategy use are two of these factors and they are variables which students bring with themselves and can develop with their teachers. Motivation is a significant factor which determines the effort a learner puts into language learning. Metacognitive strategy use as the other variable of the study is defined as thinking about thinking or thinking about your own studies. The strategy use is also an important factor for language learning. Therefore, the purpose of the study is to investigate the relationship among listening proficiency, motivation and metacognitive strategy use. The participants of this study are 33 students majoring in the ELT Department of the Buca Education Faculty at Dokuz Eylul University. The research was designed primarily to collect quantitative data to be analyzed. The data was collected using three instruments: Metacognitive Awareness Listening Questionnaire (MALQ), Language Learning Orientations Scale (LLOS) and the listening section of the TOEFL. (C) 2014 The Authors. Published by Elsevier Ltd.