Conducting Design-Based Research on Metacognitive Strategy Instruction in L2 Listening: Teachers’ Perspectives
(2026) Nordic Journal of English Studies — Vol. 25, n° 2, p. 195-231 (2026)
Files
2026 Decorte et. al. DBR NJES+25(2)+195-231+Decorte+et+al.pdf
Open Access - Adobe PDF
- 1.36 MB
Details
- Authors
- Abstract
- This article presents the perspectives of teachers who participated in a Design-Based Research (DBR) project aimed at implementing metacognitive strategy instruction (MSI) in L2 listening in English and Dutch. This case study was carried out in French-speaking Belgium. Four focus group interviews involving 16 lower secondary L2 teachers were conducted to investigate their perceptions of the DBR project and of MSI as its product. The findings reveal that teachers appreciated the autonomy DBR afforded them, as it allowed them to customize MSI to fit their classroom ecologies. However, they also expressed a need for clearer objectives and structured support, particularly during the initial stages of the project. Additionally, the teachers perceived the integration of MSI as feasible and beneficial to their students. Nonetheless, concerns about the time-consuming nature of MSI and its incorporation into existing materials were noted as significant challenges. By tapping into teachers' insights, the study gauges the possibilities of DBR as a collaborative approach to bridge the research-practice gap in Applied Second Language Acquisition (ASLA).
- Affiliations
Citations
Decorte, R., Colognesi, S., & Meunier, F. (2026). Conducting Design-Based Research on Metacognitive Strategy Instruction in L2 Listening: Teachers’ Perspectives. Nordic Journal of English Studies, 25(2), 195-231. https://doi.org/10.35360/njes.v25i2.31162 (Original work published 2026)