Metacognitive Strategy Instruction in L2 Listening Development for EFL College Students
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초록
The current study explores the effects of metacognitive strategy instruction on metacognitive strategy awareness and listening competence in L2 English settings, specifically focusing on Korean college students. 138 participants were randomly assigned to experimental and control groups. A background questionnaire, pre- and post-listening comprehension tests, and pre- and post-Metacognitive Awareness Listening Questionnaires were employed. The findings show that there were significant differences between the two groups in terms of metacognitive strategy use and listening comprehension gains. The learners in the experimental group showed greater outcomes in planning and evaluation and mental knowledge strategy use, as well as listening abilities than learners in the control group. Based on the results, pedagogical implications are suggested on how language educators can integrate these findings into their lessons.
Abstract
The current study explores the effects of metacognitive strategy instruction on metacognitive strategy awareness and listening competence in L2 English settings, specifically focusing on Korean college students. 138 participants were randomly assigned to experimental and control groups. A background questionnaire, pre- and post-listening comprehension tests, and pre- and post-Metacognitive Awareness Listening Questionnaires were employed. The findings show that there were significant differences between the two groups in terms of metacognitive strategy use and listening comprehension gains. The learners in the experimental group showed greater outcomes in planning and evaluation and mental knowledge strategy use, as well as listening abilities than learners in the control group. Based on the results, pedagogical implications are suggested on how language educators can integrate these findings into their lessons.
참고문헌 (28)
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