Tertiary Level Learners' Listening Self Knowledge in an 'Input Poor' EFL Context of Bangladesh

Tasnima Aktar

Associate Professor of English

Comilla University, Bangladesh

tasnima.aktar7@gmail.com

https://orcid.org/0000-0002-8058-9243

DOI: https://doi.org/10.36832/beltaj.2020.0401.01

Abstract

Metacognitive knowledge can influence L2 learning and listening; however, little is known about learners’ listening self knowledge, particularly in the EFL context of Bangladesh. The current study is a part of the author’s PhD project (Aktar, 2017) that aimed to understand tertiary level EFL listeners’ listening self knowledge in Bangladesh. Semi-structured interviews were conducted with 30 participants on their metacognitive knowledge. There were 15 less successful listeners (LSMs) and 15 more successful listeners (MSLs). The thematic analysis of their listening self knowledge revealed students’ awareness of six aspects of listening self knowledge. Although their overall awareness in terms of frequency of mentions showed no considerable differences between the groups, variances have been observed in particular areas.  The LSLs frequently mentioned listening problems and obstacles whereas the MSLs were more aware of the cognitive processes and showed greater motivation and exposure. A huge difference was revealed in self-concept: the LSLs’ negative self-concept differed from the positive self-concept of their counterparts. Insight into listeners’ listening self knowledge has several pedagogical implications.

Keywords: Metacognitive knowledge; person knowledge; listening self knowledge; listening self-concept; listening problems and obstacles; EFL listening