سعیده رزاززاده، کارشناسی ارشد آموزش زبان انگلیسی، دکتر شیلا خیرزاده

نام و نام خانوادگی:سعیده رزاززاده
عنوان پایان نامه: On-line Instruction (Paused Task versus Cloze Activity) in Listening Task-based Instruction of Intermediate EFL Learners: a Focus on Learners’ Metacognitive Awareness
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر شیلا خیرزاده
چکیده:

The effect of planning on task performance is one of the most important issue in SLA. Although some studies have been conducted on examining the influence of planning on task-based instruction, more studies are needed in order to inspect the effect of within-task planning, especially with regard to receptive skills like listening. In fact, listening is an important skill for L2 learners but because of the complicated features of its nature, studies which investigate this skill greatly are not adequate and more attention are required to be paid to it and its contributing factors in language learning studies. This classroom-based study was designed to examine the effect of on-line instruction in terms of paused task and cloze activity on listening comprehension and performance. The current study attempted to investigate whether there was any difference between paused task group and cloze activity group in improving listening comprehension of Iranian intermediate EFL learners. Furthermore, this study inspected the difference between paused task and cloze activity in improving listening comprehension of Iranian intermediate EFL learners considering learners’ metacognitive awareness. In doing so, 24intermediate L2 learners were selected from one private language institute in Isfahan, Iran. They were randomly assigned to a paused task group (n=12) and a cloze activity group (n=12).A pretest was administered to measure learners’ listening comprehension before treatment. The parallel test was repeated after treatment as the posttest in order to assess the effect of mentioned instructions. Two different instructional treatment with the same listening text was carried out for two groups. The paused task groups’ learners were taught using Pause and paraphrase instructions a set of materials and the cloze activity groups’ learners were taught using listening cloze instruction as a set of materials. The data were collected through five treatment sessions and one metacognitive awareness listening questionnaire (MALQ).Paired sample T-Tests, independent sample T-Tests, and descriptive statistics were used to analyze data. The results indicate that paused task could not significantly improve Iranian intermediate EFL learners’ listening comprehension whereas cloze activity could. Also, learners in cloze activity group outperformed learners in paused task group considering their metacognitive awareness.

کلیدواژه: Planning, Cloze Activity, Paused Task, Listening Task-Based Instruction, Metacognitive Awareness