The Effect of Metacognitive Strategy Instruction on EFL Taiwanese College Students' Listening Comprehension
| Autor: | Meng-Yu Hsu, 徐孟瑜 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 The current study investigated the effect of metacognitive strategy instruction on EFL Taiwanese college students’ English listening comprehension. Moreover, their attitudes were examined. The study was conducted in two required English laboratory classes. Eighty-six students voluntarily participated in the study. Most of them were freshmen. The experimental group was given metacognitive strategies training, whereas the control group received traditional listening teaching. The whole study lasted 18 weeks. All participants in both groups were welcomed back taking the GEPT delayed tests on July 11th, 2015. The interval between the second time and the third time was 3 weeks. Both quantitative and qualitative research methods were applied in this study. Five instruments included background questionnaires, three versions of GEPT listening comprehension tests, metacognitive awareness listening questionnaires (MALQs), learning journals, and interviews. The data from three GEPT tests and MALQs were analyzed by applying the Independent Sample T-tests, the Paired Sample t-tests and the Pearson Product Moment Correlation on SPSS. Furthermore, the interviewed data and learning journals, representing the experimental group’s attitudes, were analyzed as well. The results revealed no significant differences between the experimental and the control groups in GEPT listening post- and delayed tests, showing metacognitive strategy instruction was ineffective for learners in the experimental group. In addition, the experimental group’s participants had metacognitive concepts in mind showing by paired t-tests after ten weeks of instruction, presenting significant positive but low correlations between metacognitive awareness and participants’ post-tests demonstrating by independent t-tests. Moreover, 67% of the interviewees’ attitudes toward this instruction were positive, with 20% neutral, and 13% negative. Finally, interview data showed some constraints, such as learners’ individual differences (learning preferences), the willingness to learn, their low learning motivations, and the active or passive roles (integrating the learned metacognitive strategies into their own learning) in the present study. The findings suggest that future research could (1) employ the metacognitive strategy instruction by cooperating with different areas of teachers, (2) take individual characteristics (learning styles) into consideration, and (3) engage more participants at different English proficiency (high-, mid-, and low-level) in the metacognitive listening studies. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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