4 de agosto de 2016

Metacognition as Scaffolding for the Development of Listening Comprehension in a Social MALL App / La metacognición como andamiaje para el desarrollo de la comprensión oral en una App de MALL social

Metacognition as Scaffolding for the Development of Listening Comprehension in a Social MALL App / La metacognición como andamiaje para el desarrollo de la comprensión oral en una App de MALL social

Elena Barcena, Timothy Read

Resumen


This article focuses on the role that metacognition can effectively play in the development of second language listening comprehension, and specifically, how a mobile app can be specified for this end. A social mobile assisted listening app, ANT (Audio News Trainer), is presented as a prototype for exploring the way in which students can be helped to use metacognition to improve relevant linguistic communicative competences. A study has been undertaken with students using ANT to explore the intricate nature of the listening comprehension development process and the main metacognitive strategies that can be successfully applied. Special attention is paid to the implicitly and explicitly applied metacognitive strategies within the app, and related social network, where follow-on activities were undertaken, the strategies in question being: focus (a conscious effort on the gradual development of individual skills), engagement (interest is enhanced when a learning activity is enjoyable/successful), interaction (since collective activities seem to enhance emotional and social involvement), reflection (upon what works and does not work for each individual), self-regulation (through data about the students’ own progress and achievements), and attitude (here a further distinction is made between satisfaction, self-confidence and encouragement). The stages of engagement of a student with the app are explored in relation to the metacognitive strategy used and how they can contribute to the overall success of the learning experience. A final reflection is made about how metacognitive strategies offer an effective way to compensate for the lack of teacher presence, support and guidance on a medium/long term basis. However, although the study of the initial use of this social listening training app shows the potential for incorporating ‘knowing about knowing’ into mobile technology, it is suggested that future research is required to provide further finer-grained insights into this process.
_____________
Este artículo trata acerca de la función que puede desempeñar eficazmente la metacognición en el desarrollo de la comprensión oral de segundas lenguas y, específicamente, cómo se puede crear una app móvil con este fin. Se presenta como prototipo una app de aprendizaje social asistido por móvil, de nombre ANT (Instructor de Noticias de Audio), con el fin de explorar el modo en que se puede asistir a los estudiantes para que empleen su capacidad metacognitiva y mejoren competencias lingüístico-comunicativas relevantes. Se ha llevado a cabo un estudio con estudiantes usando ANT para explorar la compleja naturaleza del proceso de desarrollo de la comprensión oral y las principales estrategias metacognitivas que pueden aplicarse satisfactoriamente. Se presta especial atención a las estrategias metacognitivas aplicadas implícita y explícitamente en la app y la red social relacionada, donde se realizan actividades subsiguientemente, siendo las estrategias en cuestión: foco (un esfuerzo consciente en el desarrollo gradual de habilidades individuales), compromiso (el interés crece cuando se disfruta y realiza con éxito una actividad), reflexión (sobre lo que funciona y no funciona para cada individuo), auto-regulación (a través de datos sobre el progreso y logros de los propios estudiantes) y actitud (en la que se aprecia una subdivisión entre la satisfacción, la confianza en uno mismo y el estímulo). Se exploran las etapas de compromiso de un estudiante con la app y como pueden contribuir al conjunto del éxito de la experiencia de aprendizaje. Finalmente, se realiza una reflexión sobre cómo las estrategias metacognitivas ofrecen un modo eficaz de compensar la falta de la presencia, el apoyo y la guía del profesor, a medio y largo plazo. Sin embargo, aunque el estudio del uso inicial de esta app para el desarrollo social de la comprensión auditiva muestra su potencial para incorporar ‘conocimiento sobre conocimiento’ en tecnología móvil, se sugiere la necesidad de contar con más investigación que permita una percepción más precisa de este proceso.

Palabras clave


Language Instruction; Computer Assisted Language Learning; Listening Comprehension; Metacognition / Enseñanza de lenguas; aprendizaje de lenguas asistido por ordenador; comprensión oral; metacognición

Texto completo:

PDF (ENGLISH)

Referencias


Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
Azar, A.S., & Nasiri, H. (2014). Learners’ Attitudes toward the Effectiveness of Mobile Assisted Language Learning (MALL) in L2 Listening Comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
Bacon, S.M. (1992). Phases of listening to authentic input in Spanish: A descriptive study. Foreign Language Annals, 25 (4), 317-334.
Ballagas, R., Rohs, M., Sheridan, J.G., & Borchers, J. (2004). BYOD: Bring your own device. In Proceedings of the Workshop on Ubiquitous Display Environments, Ubicomp.
Barcena, E., Read, T., Arús, J., Pareja, A., Rodrigo, C., Martin-Monje, E., Pomposo, L., Rodriguez, P. & Calle, C. (2013). Mobile Assisted Language Learning for professionals: integrating learning into the daily routines. In Proceedings of EUROCALL’13. University of Evora (Portugal).
Blasco Mayor, María Jesús (2009). CALL-enhanced L2 listening skills – aiming for automatization in a multimedia environment. Indian Journal of Applied Linguistics 35 (1), 107-120.
Bozorgian, H. (2012). Metacognitive Instruction Does Improve Listening Comprehension. In International Scholarly Research Network ISRN Education.
Brown, E. (2001). Mobile learning explorations at the Stanford Learning Lab. Speaking of Computers, 55.
Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education. London: Routledge.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment [online]. Cambridge: Cambridge University Press.
Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.
Davidson, J. E., & Sternberg, R. J. (1998). Smart problem solving: How metacognition helps. In D.J. Hacker, J. Dunlosky & A.C. Graesser (eds.), Metacognition in educational theory and practice, 47-68. Mahwah, NJ: Lawrence Erlbaum Associates.
DeKeyser, R.M. (2001). Automaticity and automatization. In P. Robinson (ed.), Cognition and second language instruction, 125–151. New York: Cambridge University Press.
Field, J. (2001). Finding one’s way in the fog: Listening strategies and second-language learners. Modern English Teacher, 9, 29–34.
Field, J. (2008). Bricks or mortar: Which parts of the input does a second language listener rely on? TESOL Quarterly, 42, 411–432.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York: Cambridge University Press.
French, L. (2003). Phonological working memory and L2 acquisition: A developmental study of Quebec francophone children learning English. Unpublished PhD dissertation, Université Laval, Canada.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.
Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185–206.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60, 222–232.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188–213.
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44–69.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. ReCALL, 21(2), 157-165.
Levy M. (1997). CALL: context and conceptualisation, Oxford: Oxford University Press.
Long, D. R. (1990). What you don’t know can’t help you. Studies in Second Language Acquisition, 12, 65–80.
MacWhinney,B. (2001).The competition model: the input, the context, and the brain. In P. Robinson (ed.), Cognition and second language instruction (69-90). Cambridge: Cambridge University Press.
Mecartty, F. (2000). Lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of Spanish. Applied Language Learning, 11, 323–348.
McBride, K. (2009). Social networking sites in foreign language classes: Opportunities for re-creation. In Lomicka, L., and Lord, G. (eds.), The next generation: Social networking and online collaboration in foreign language learning. San Marcos, TX: CALICO: 35–58.
Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie.
Murphy, J.M. (1987). The listening strategies of English as a second language college students. Research & Teaching in Developmental Education, 4(1), 27-46.
Nash, S.S. (2007). Mobile learning, cognitive architecture and the study of literature. Issues in Informing Science and Information Technology (IISIT), 4, 811-818.
Norbrook, H., & Scott, P. (2003). Motivation in mobile modern foreign language learning. In Procedings of mLearn 2003, 50-51.
Nunan, D. (1998). Approaches to Teaching Listening in the Language Classroom. Paper presented at the Korea TESOL Conference, Seoul.
O’Malley, J.M., Chamot, A.U. & Küpper, L. (1989). Listening Comprehension Strategies in Second Language Acquisition, Applied Linguistics 10: 418-37.
O’Malley, J.M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Read, T., Barcena, E. & Kukulska-Hulme, A. (in press). Exploring the application of a conceptual framework in a social MALL app. In A. Pareja, C. Calle y P. Rodríguez-Arancón (eds.) New Perspectives on Teaching and Working with Languages in the Digital Era. London: Macmillan.
Robson, C. (2002). Real World Research: A Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell Publishing.
Rose, K. R., & Kasper, G. (eds.) (2001). Pragmatics in language teaching. Cambridge: Cambridge University Press.
Rost, M., & Ross, S. (1991). Learner strategies in interaction: Typology and teachability. Language Learning, 41, 235-273.
Rost, M. (2001). Listening in action. New York: Prentice Hall.
Segalowitz, N. (2003). Automaticity and Second Language. In C. Doughty and M. Long (eds.), The Handbook of Second Language Acquisition. Oxford: Blackwell: 382-408.
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177-193.
Schmidt, R. (1992). Psychological mechanisms underlying second language fluency. Studies in Second Language Adquisition, 14, 357–385.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29 (3), 331-342.
Traxler, J. (2009). Current state of mobile learning. In M. Ally (ed.) Mobile Learning Transforming the Delivery of Education and Training, 9-24. Athabasca: AU Press.
Tsui, A., & Fullilove, J. (1998). Bottom-up or top-down processing as a discrimination of L2 listening performance. Applied Linguistics, 19, 432-451.
Underwood, M. (1989). Teaching Listening. New York: Longman.
Vandergrift, L. (1997). The Strategies of Second Language (French) listeners: A Descriptive Study, Foreign Language Annals 30: 387-409.
Vandergrift, L. (2002). It Was Nice to See that our Predictions Were Right: Developing Metacognition in L2 Listening Comprehension, Canadian Modern Language Review, 58: 556-75.
Vandergrift, L. (2003). From Prediction through Reflection: Guiding Students through the Process of L2 Listening, Canadian Modern Language Review, 59: 425-40.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191–210.
Vandergrift, L., & Tafaghodtari, M.H. (2010). Teaching students how to listen does make a difference: An empirical study. Language Learning, 60, 470-497.
Vandergrift, L. (2011). Second Language Listening. Handbook of Research in Second Language Teaching and Learning, 2, 455.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in Action. UK: Taylor & Francis.
Veenman, M., Van Hout-Wolters, B. & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.
Wu, Y. (1998). What do tests of listening comprehension test? A retrospection study of EFL test-takers performing a multiple-choice task. Language Testing, 15, 21–44.
YaMada, M., KitaMura, S., Shimada, N., Utashiro, T., Shigeta, K., Yamaguchi, E., Harrison, R., Yamuchi, Y. & Nakahara, J. (2012). Development and Evaluation of English Listening Study Materials for Business People Who Use Mobile Devices: A Case Study. CALICO Journal, 29(1), 44-66.
Yokoyama, N. (2005). “Katei” jushi no chokai shidou no kouka: Taimen-bamen ni okeru chokai katei no bunseki kara [The effects of process-oriented listening instruction: An analysis of comprehension process in an interactive setting]. Acquisition of Japanese as a Second Language, 8, 44-63.


DOI: http://dx.doi.org/10.5944/ried.19.1.14835