NDLI: Chinese-Speaking University Students’ Use of Metacognitive Strategies in English Listening

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Chinese-Speaking University Students’ Use of Metacognitive Strategies in English Listening

Content Provider	Semantic Scholar
Author	Lin, Lu-Fang
Copyright Year	2016
Abstract	Listening plays an essential role in enhancing oral communication. The goal of training learners’ English listening skills is to help them to engage in effective communication in their everyday life or workplace. Educational researchers in the field of cognitive psychology have documented that metacognition may enhance learning. This project held the assumption that students trained in metacognitive strategies can learn subjects more effectively. The project intended to investigate what kinds of metacognitive strategies Chinese-speaking university students in Taiwan use when listening to authentic texts in English. The Metacognitive Awareness Listening Questionnaire (MALQ) developed by Vandergrift, Goh, Mareschal, and Tafaghodtari (2006) was used as the tool to collect the data. A pilot study was administered before the formal data collection for the project. One class of 30 participants studying in a university in Taiwan joined the pilot study. They took an English listening course as an elective course. After receiving four weeks of listening comprehension instruction, the participants filled out the MALQ. This paper reports the adjustments concluded from the participants’ opinions elicited in the pilot study. In general, this report provides helpful suggestions to adjust the data collection procedure and the procedure of listening instruction integrated with metacognitive strategies.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-content/uploads/papers/aceid2016/ACEID2016_21717.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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