Metacognitive strategy instruction improves EFL student-teachers' listening comprehension relative to traditional instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group significantly outperformed the control group on the post-test (t = 6.13 for Post-test I; t = 11.5 for Post-test II). → Whitehead 2019
Evidence¶
Whitehead 2019¶
Evangelin Whitehead. (2019). Application of Meta-Cognitive Strategy Instruction in Listening Comprehension to the Level III Student-Teachers. The Excellence in Education Journal, 8(2). https://eric.ed.gov/?id=EJ1228050
q2 · i? · causal · r1
Quasi-experimental pre-test/post-test comparison of 34 experimental and 34 control student-teachers. Experimental Post-test I mean was 52.4 versus control 41, with t = 6.13 significant at 0.05; the article reports "a significant difference existed between these two scores".
"The mean value of the experimental group’s Post-test 1 was 52.4. The mean value of the control group’s Post-test was 41. The comparison of these two scores demonstrated that a significant difference existed between these two scores in that the 't' value is 6.13 which is significant at 0.05 level of significance."
Discussion¶
Learner Variables¶
- Auditory Processing — outcome: instruction changes it
- Oral Language — outcome: instruction changes it
Related Claims¶
- The experimental group's listening scores rose significantly from pre-test to Post-test I — related
- Active listening training produced a significantly larger vocabulary gain than traditional listening practice in fourth-grade students over eight weeks — related
- Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
- Experimental group scores continued to rise from Post-test I to Post-test II — related
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