Promoting autonomous listening of higher-intermediate Iranian EFL learners through TED-Talk: A case study

Listening was considered to be a passive skill and was neglected in instructional programs until past decades. However, its importance has been revealed by the fact that as a receptive skill, it must be perceived in order to provide reciprocal interaction for oral communication. Many studies have been done on using metacognitive strategies for learning listening which support the usefulness of their employing in teaching listening, and yet inefficiency of listening ability is still a problem in English as a Foreign Language (EFL) context due to lack of exposure to the foreign language and interaction in real life situations. Despite a vast number of studies conducted on device-assisted listening learning, inadequate amount of research was worked on using TED-talks inside/outside classroom for development of the listening; although knowing how to use the TED-talks independently in an organized manner is another issue which must be highlighted. In this case study, four female participants between the age 02 and 00 were trained and observed in a period of five months during eight interview sessions, focusing on their autonomous use of TED-talks out of classroom with the aid of metatechnical skills and calling their attention to metatextual skills to exploit the TED-talks, accompanied by metacognitive instruction. Analyzing the data collected through their reflective journals showed how participants employed metacognitive strategies and gradually developed their metatextual skills in exploiting the TED-talks independently by researcher’s guidance and feedback with the purpose of improving listening ability.

کلیدواژه ها:

Autonomous listening ، Metacognition ، TED-talks ، Metatextual knowledge