Promoting Teachers' Adoption of Metacognitive Strategy Instruction in L2 listening through Design-Based Research An Ecological Perspective

Decorte, Remy;Colognesi, Stéphane;Meunier, Fanny
(2025) Language Teachers’ Nexus: Building Communities of Practice — Location: King’s College London (2.June.2025)

Files

KC-Conference_Presentation.pdf
  • Open Access
  • Adobe PDF
  • 1.83 MB
Download

Details

Authors
Abstract
Despite advances in SLA research, the gap between theory and classroom practice persists (Marsden & Kasprowicz, 2017; Sato & Loewen, 2022). While teachers express a willingness to engage with research-informed practices (Sato & Loewen, 2019), numerous barriers impede their implementation. In response, recent literature advocates for methodologies that actively involve teachers (Hammond et al., 2017), such as Design-Based Research (The DBR Collective, 2003). Unlike more linear paradigms, DBR addresses real-world educational challenges through iterative cycles and promotes collaboration and ecological validity (Anderson & Shattuck, 2012; Wang & Hannafin, 2005). This presentation is anchored in a two-year DBR project conducted in French-speaking Belgium, with a focus on Metacognitive Strategy Instruction (MSI) to improve lower-secondary students’ L2 listening skills. Although the effectiveness of MSI in supporting L2 listening is well-documented (Goh & Vandergrift, 2022; Graham & Macaro, 2008; Vandergrift & Tafaghodtari, 2010), its integration into classroom practices remains challenging due to conceptual and practical constraints (Spruce & Bol, 2015; Wilson & Bai, 2010). Drawing on SLA research on DBR and metacognition, we problematize the adoption of MSI and investigate how DBR can mitigate these barriers. Through thematic analysis of four focus group interviews involving 16 L2 teachers, we examine said teachers’ perceptions of DBR. Based on these results, we provide recommendations for researchers interested in DBR and guidance on how to implement MSI in L2 listening tasks.
Affiliations

Citations

  • APA
  • Chicago
  • FWB

Decorte, R., Colognesi, S., & Meunier, F. (2025). Promoting Teachers’ Adoption of Metacognitive Strategy Instruction in L2 listening through Design-Based Research An Ecological Perspective. Language Teachers’ Nexus: Building Communities of Practice, King’s College London.