|
Abstract
|
The present study aimed at exploring the effect of meta-cognitive instruction on top-down and bottom-up listening comprehension, and examining any possible relevance of perfectionism in determining the effectiveness of meta-cognitive instruction on these two processes of listening comprehension in a sample of EFL learners in Iranian context. To this end, 94 female EFL learners selected from among 136 EFL learners at Andisheh language institute in Malayer, Hamedan took part in this study. After administration of a homogenizing test (i.e., PET), they were selected as two intact groups in four classes: experimental group and control group. To assess the participants’ top-down and bottom-up listening comprehension, a pretest from the Longman Complete Course for the TOEFL Test was given to both experimental and control group. They were also asked to answer Ahvaz Perfectionism Scale. Then, two sessions of treatment were dedicated to metacognitive instruction for experimental group, which included five stages: (1) planning/predicting, (2) reflection, (3) first verification, (4) second verification, and (5) final verification (Vandergrift & Goh, 2012). After the metacognitive instruction, another listening comprehension test as the posttest was chosen and administered for measuring bottom-up and top-down listening comprehension. The present study found that both bottom-up and top-down listening comprehension were improved by metacognitive instruction. It was also found that perfectionists and non-perfectionist EFL learners do no differ with regard to the effect of metacognitive instruction on their top-down listening comprehension, but they did differ with respect to their bottom-up listening comprehension.
|