The Impact Of Mobile-Assisted Language Learning With Metacognitive Strategy On Listening Comprehension

Mobile-assisted language learning(MALL)is a language learning mode,which assists learners to use mobile devices for listening instruction after class.Metacognitive strategies of listening had been proven the function to facilitate listening teaching in junior high school.Based on the theory of metacognition,the current study employed metacognitive awareness as a mediating variable,including learners’ problem solving,planning and evaluation,mental translation,person knowledge and directed attention,MALL as an independent variable,listening comprehension as a dependent variable,so as to explore further the impact of MALL on listening comprehension for junior high school students.The research questions of the study are as following:(1)To what degree does MALL influence the learners’ metacognitive awareness under the metacognitive strategy teaching of listening?(2)How does metacognitive awareness further influence the learners’ listening comprehension?This study involved two classes of 46 junior high school students in Grade 8 in Guangzhou city who receive metacognitive listening teaching model on the regular teaching basis.One class was assigned as the mobile based class to receive the listening exercise of MALL by using Gaofenshuo APP independently after class;the other class was assigned as the non-mobile based class to conduct the regular listening exercise with the guidance of the teacher,the duration of the study last for 16 weeks.After the experimental intervention,all of the participants were asked to fill in the metacognitive awareness listening questionnaire and 6 students randomly chosen from the two classes participated in a semi-structure interview respectively.SPSS 26 was used for quantitative analysis.NVIVO 11 was employed to analyze the interview contents.The results indicated that MALL had a positive impact on both learners’ metacognitive awareness and listening comprehension.To be more specific,after the training intervention,the mobile based class outperformed the other class and was more prominent in terms of problem solving,planning and evaluation,person knowledge and directed attention,and their listening performance was also become more prominent.Moreover,with the instruction of metacognitive strategy,MALL had the potential to enhance the learners’ listening comprehension,and learners manifested listening competence and tended to be self-regulated during the listening exercise of MALL.Based on the conclusion of the study,MALL may generate some teaching enlightenment for junior high school English teachers in the design of listening tasks for self-regulated learning theory.