| Summary: | 碩士 === 國立東華大學 === 英美語文學系 === 99 === Listening comprehension plays a crucial role in language learning. However, in Taiwan, compared with reading and writing instruction, few English teachers focus on listening instruction. When it comes to listening instruction, it is important to apply useful resources and strategies. In terms of resources, podcasts, which belong to authentic materials, are free internet resources; their rich and diverse contents are suitable for training listening. With respect to strategies, the use of metacognitive strategies can develop the ability of problem-solving, planning, monitoring and evaluating. Making good use of metacognitive strategies is helpful for students to become self-directed learners.
Action research was employed to conduct this study. The researcher, a teacher as researcher, intended to investigate his professional development by improving students’ listening via podcasts and metacognitive strategies instruction. The researcher, a teaching facilitator and 17 students joined this study. The teaching facilitator and students were the English teacher and senior high school students from Heha complete middle school in northern Taiwan.
Both qualitative and quantitative research methods were employed. The Wilcoxon signed-ranks test was run to investigate if students improved listening on the scores; the triangulation methods were examined for both the researcher’s and students’ improvement.
Through data analysis, it was found that students improved significantly in listening test scores, and the researcher increased his development of technological pedagogical content knowledge (TPCK) and teacher efficacy. Both findings have implications for English teachers who intend to teach listening, and researchers who intend to study applying podcasts and metacognitive in teaching, as well as teacher professional development.
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