Collaborative listening using multimedia through metacognitive instruction: a case study with less-skilled and more-skilled EFL learners

Abstract

AbstractMultimedia is vastly used as authentic and available input in second and foreign-language contexts. To deal with the difficulties and complexities of comprehending these authentic materials, collaborative learning through metacognitive instruction helps develop learners' listening comprehension. The present study has mainly explored the role of using multimedia input through metacognitive instruction of a group of 20 upper-intermediate EFL learners divided into five groups (each including two less-skilled and two more-skilled learners). They received eight weeks of metacognitive instruction in listening at an English language learning institute. Evidence gathered from observation, learners' logs, and semi-structured interviews shows that collaboration, interaction, and the use of metacognitive strategies help learners improve overall listening comprehension. Moreover, the learners had positive attitudes towards utilizing multimedia input, which provided them with some kinesics and prosodic hints to understand the listening content. The findings and pedagogical implications for language learners and teachers are discussed further.