Arab World English Journal (AWEJ) Volume 11. Number4  December 2020                                             Pp.409 -425
DOI: https://dx.doi.org/10.24093/awej/vol11no4.26 

Full Paper PDF

Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study
of British Education and Training System 

Muhammad Ajmal
 Department of English Language and Literature,
University of Lahore, Pakistan

Tribhuwan Kumar*
College of Science and Humanities at Sulail
Prince Sattam Bin Abdulaziz University, Al Kharj, Saudi Arabia
*Correspondence Author 

Abstract:
Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants’ motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.
Keywords: English, language, listening, metacognition, motivation, strategies 

Cite as: Ajmal, M., &  Kumar, T. (2020). Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System.  Arab World English Journal, 11 (4) 409 -425.
DOI: https://dx.doi.org/10.24093/awej/vol11no4.26

References

Benyo,  A. &  Kumar, T. (2020). An analysis of Indian EFL learners’ listening comprehension errors. Asian ESP Journal. 16(5.2), 69-85.

Birjandi, P. & Hossein Rahimi, A. (2012). The effect of metacognitive strategy instruction on the listening performance of EFL students. International Journal of Linguistics, 4(2), 495-517. http://doi.org/10.5296/ijl.v4i2.1707.

Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149–161. http://doi.org/10.1080/10904018 .2013.861303.

Brown, H. D. (2007). Principles of Language Learning and Teaching. (5^th ed.). New York: Pearson Education.

Byrne, D. (1988) Teaching Oral English, (Rev. ed.). London: Longman Handbooks for Language Teachers.

Chang, S. M. (2001). Students’ reasons and motivation for learning English. Proceedings of The Eighteenth Conference on Teaching English and Learning.  R. O. C. Taipei, Taiwan: Crane.

Chen, Y. (2005). Barriers to acquiring listening strategies for EFL learners and their pedagogical implications. TESL-EJ, 8(4), A-2.

Cross, J. (2011). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 65(4), 408–416. http://doi.org/10.1093/elt/ccq073.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. http://doi.org/10.1017/S026144480001315X.

Dornyei, Z. (2002). Motivational Strategies in the Language Classroom. Cambridge: University Press.

Flowerdew, J. & Miller, L. (2013). Second language listening: Theory and practice. In J. C. Richards (Ed.), Second Language Listening: Theory and Practice. pp. 212-213. Cambridge: Cambridge University Press.

Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

Gardner, R.C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41(1). 10-24.

Gardner, R. C. & Smythe, P. C. (1975). Motivation and second language acquisition. Canadian Modern Language Review, 31(3). 218-233.

Goh, C. & Yusnita, T. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232. http://dx.doi.org/10.1093/elt/ccl002

Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188–213. http://doi.org/10.1177/ 0033688208092184.

Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232. http://doi.org/10.1093/elt/ccl002.

Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28, 64-69. https://doi.org/10.1080/09571730385200221

Harputlu, L. & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia – Social and Behavioral Sciences, 158, 124–131.Retrieved from http://ac.els-cdn.com.erl.lib.byu.edu/S1877042814061497/1-s2.0- S1877042814061497-main.pdf?_tid=04133f7e-dd93-11e5-afc8-00000aab0f27&acdnat=14 56606100_cd22fb821a0cfceab0298a3252e1aa89

Hinkel, E. (2006). Current perspectives on teaching the four skills. Tesol Quarterly, 40(1), 109– 131. http://doi.org/10.2307/40264513.

Hsu, H. I. (2006). The effects of motivation on Taiwanese college students’ English listening comprehension, (Ph.D. dissertation). University of Idaho, Russia.

Hsu, S. (2004). A study of learning motivation in English listening comprehension. South Asian Journal of Twenty-Four, 9, 166–178. Retrieved from http://ir.lib.tiit.edu.tw /bitstream /987654321 /273/1/932412.pdf.

Jafari, M. S. (2010). On the relationship between listening comprehension motivation and listening comprehension among Iranian EFL learners. Indonesian Journal of English Language Teaching, 6(2), 89–106.

Kassaian, Z. & Ghadiri, M. (2011). An investigation of the relationship between motivation and metacognitive awareness strategies in listening comprehension: The case of Iranian EFL learners. Journal of Language Teaching and Research, 2(5), 1069–1079. http://doi.org/10.4304/jltr.2.5.1069-1079.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (ed.), Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, NJ: Lawrence Erlbaum Associates.

Kumar, T.  (2020). Impact of motivation and group cohesion in EFL classrooms at Prince Sattam Bin Abdulaziz University, KSA. Asian EFL Journal. 27(4.4), 116-131.

Lebauer, R.S. (2010). Learn to Listen, Listen to Learn: Academic Listening and Note-taking (3^rd ed.). White Plains, NY: Pearson Longman.

Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-163. https://doi.org/10.1111/1467-9922.00212

Nezhad, G. R. H., Behzadi, A., & Azimi Amoli, A. (2013). The relationship between motivation and cognitive and metacognitive strategy Use between two task types in listening skill. Indian Journal of Fundamental and Applied Life Sciences, 3(3), 369–381.

Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. DOI: 10.1111/0023-8333.00111

Nunan, D. (2002). Listening in language learning. In J. Richards & W. Renandya (eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 238-241). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.032

Rahimi, M. & Abedi, S. (2014). The relationship between self-efficacy and metacognitive awareness of listening strategies. Procedia – Social and Behavioral Sciences, 98, 1454– 1460. Retrieved from http://ac.els-cdn.com.erl.lib.byu.edu/S1877042814026561/1-s2.0- S1877042814026561-main.pdf?_tid=6f5a09d4-dd93-11e5-afc8- 00000aab0f27&acdnat=14 56606280_7835194414356c25ebe996a5ac211048.

Rahimirad, M. (2014). The impact of metacognitive strategy instruction on the listening performance of university students. Procedia – Social and Behavioral Sciences, 98, 1485– 1491. http://doi.org/10.1016/j.sbspro.2014.03.569.

Rahimirad, M. & Shams, M. R. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162–176. http://doi.org/10.1080/10904018.2014.902315.

Rubin, J. (1994). A review of language listening comprehension research. The Modern Language Journal, 78(2), 199–221. Retrieved from http://www.jstor.org/stable/329010.

Underwood, M. (1989). Teaching Listening. New York: Longman.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, motivation in education. Educational and Psychological Measurement, 52, 1003–1017.

Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24(8), 3–25. http://doi.org/10.1017/S0267190504000017.

Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. http://doi.org /10.1093 /applin/amh039.

Vandergrift, L., & Goh, C. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. London: Routledge.

Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning: A Journal of Research in Language Studies, 56(3), 431–462. http://doi.org/10.1111/j.1467-9922.2006.00373.x.

Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning: A Journal of Research in Language Studies, 60(2), 470–497. http://doi.org/10.1111/j.1467-9922.2009.00559.x

Yang, C. (2009). A study of metacognitive strategies employed by English listeners. International       Education Studies, 2(4), 134–139. Retrieved from     http://files.eric.ed.gov /full text/EJ1065707.pdf

Ziahosseini, S. M., & Salehi, M. (2008). An investigation of the relationship between motivation and language learning strategies. Pazhuhesh-E Zabanha-Ye Khareji, (41), 85–107.Retrieved from https://jor.ut.ac.ir/article_19141_556204a46b665b0ab0778eda 4ba13780.pdf