The Metacognitive Awareness Listening Questionnaire: Development and Validation

By Larry Vandergrift, Christine Goh, C. Mareschal, Marzieh H. Tafaghodtari. 2006

566 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0278c129c37c6ba587d5b0d45133b03dc7bf629f

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In Developmental and Educational Psychology

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Citations in the corpus

The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. (2010, methodology): “…learning Another tool utilized in this study to incorporate metacognitive strategies into the lesson is MALQ, a 21 item questionnaire developed by Vandergrift et al. (2006), which has been used in different contexts as a consciousness-raising tool to raise students’ awareness of the process of…”
Recent developments in second and foreign language listening comprehension research (2007, methodology): “In their validation of the Metacognitive Awareness Listening Questionnaire (MALQ), Vandergrift et al. (2006) found that metacognitive knowledge could explain about 13% of the variance in L2 listening performance.”
Oral corrective feedback in second language classrooms (2012, background): “A majority of L2 listening research has focused on the importance of increasing learners’ awareness of metacognitive strategies via a range of pre-listening activities in a proactive manner (Vandergrift et al. 2006).”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, methodology): “Slightly stronger correlations could perhaps have been obtained if the MALQ had been administered under controlled conditions directly after the students had taken a specific listening task, as in Vandergrift et al. (2006).”
Metacognitive strategies awareness and success in learning English as a foreign language: an overview (2012, methodology): “…knowledge helps learners to be better at processing and storing new information, finding the best ways to practice and reinforce what they have learned (Vandergrift et al., 2006) and it plays an important role in enhancing thinking and comprehension (Costa, 2001; Sternberg, 1998; Wenden, 1998).”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, methodology): “It showed that metacognitive awareness accounted for 22% of the variance in listening proficiency as measured by an IELTS sample test, thus further supporting claims in two previous MALQ studies (Vandergrift et al., 2006; Zeng, 2012).”