University Article Summary: Teaching L2 Listening Empirical Study

This report summarizes an empirical study titled "Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study". The study investigated the effectiveness of a metacognitive, process-based approach to teaching second language (L2) listening over a semester. Participants were divided into experimental and control groups, with the experimental group receiving guided instruction on metacognitive processes. The study measured metacognitive awareness using the Metacognitive Awareness Listening Questionnaire (MALQ) and assessed comprehension. The results indicated that the experimental group significantly outperformed the control group. The study's findings suggest that explicit instruction in metacognitive strategies can improve L2 listening comprehension. The report includes the methodology, results, interpretation and critical comments of the study, along with a list of relevant references.

Running head: SOCIOLOGY – ARTICLE SUMMARY
SOCIOLOGY – ARTICLE SUMMARY
Name of the Student
Name of the University
Author Note

1SOCIOLOGY – ARTICLE SUMMARY
Aims
The authors of the article entitled “Teaching L2 Learners How to Listen Does Make a
Difference: An Empirical Study” attempted a proper investigation on the effects that are
highlighted through the implementation of a teaching approach that is adapted by teachers in
order to help the students learn second language with the help of their listening skills
(Vandergrift & Tafaghodtari, 2010). The research study had implemented the metacognitive
processes in helping the students improve their listening skills in case of the second language
learning.
Methodology
The study in discussion is based on the data that has been collected from the responses
that were provided by 106 participants who had undertaken six sessions of French as their
second language (Vandergrift & Tafaghodtari, 2010). The participants were grouped in two
sections. One group was guided during the learning processes while the other group was not
provided with any guidance. The observations highlighted that the group that received assistance
had outperformed the group without assistance. This helped in the establishment of the
hypothesis of the study.
Results
The hypothesis as developed by the authors of the study stated that the group of
participants that received the proper assistance from the teachers would fare well in comparison
to the concerned students who have not been receiving the assistance. The observation on the
part of the authors of the study highlighted the fact that the hypothesis was indeed true in nature

2SOCIOLOGY – ARTICLE SUMMARY
(Vandergrift & Tafaghodtari, 2010). The results as have been highlighted in the study are in
confirmation with the hypothesis as well.
Interpretation
The interpretation of the study highlights that the listening practices of the students help
in the proper understanding of the issues that are presented in terms of the educational factors.
The study reveals the fact that the assistance that is presented to the concerned students and the
learners tend to help the learners develop the skills of listening to the second language that the
concerned student (Vandergrift & Tafaghodtari, 2010). This helped in the development of the
reliable as well as the proper understanding of the lessons of listening to the second language.
Critical comments
The study highlights the fact the assistance is required for the development of the
listening skills that are implemented within the learning processes in regards to the second
language learning on the part of the learners as well (Vandergrift & Tafaghodtari, 2010). The
future researches in this context might be fruitful with the incorporation of the listening activities
with the change in the tonal factors and the changes in the accent as well.

3SOCIOLOGY – ARTICLE SUMMARY
References and Bibliography
Chang, A. C. S. (2016). Teaching L2 listening: In and outside the classroom. In English
Language Teaching Today (pp. 111-125). Springer, Cham.
Cross, J. (2015). Metacognition in L2 listening: Clarifying instructional theory and
practice. Tesol Quarterly, 49(4), 883-892.
Vandergrift, L., & Cross, J. (2017). Replication research in L2 listening comprehension: A
conceptual replication of Graham & Macaro (2008) and an approximate replication of
Vandergrift & Tafaghodtari (2010) and Brett (1997). Language Teaching, 50(1), 80-89.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does
make a difference: An empirical study. Language learning, 60(2), 470-497.