Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity
The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platfo...
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Gespeichert in:
| Autor*in: |
Ching Chang [verfasserIn] Chih-Kai Chang [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: The EUROCALL Review - Universitat Politècnica de València, 2015, 22(2014), 1, Seite 3-19 |
|---|---|
| Übergeordnetes Werk: |
volume:22 ; year:2014 ; number:1 ; pages:3-19 |
| Links: |
|---|
| DOI / URN: |
10.4995/eurocall.2014.3636 |
|---|
| Katalog-ID: |
DOAJ024114308 |
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| 520 | |a The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction. | ||
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10.4995/eurocall.2014.3636 doi (DE-627)DOAJ024114308 (DE-599)DOAJc4b702d84b3444ca9df2491761dba4b1 DE-627 ger DE-627 rakwb eng Ching Chang verfasserin aut Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction. Listening strategy metacognitive learning listening strategy instruction student question generation metacognitive listening training model Language and Literature P Chih-Kai Chang verfasserin aut In The EUROCALL Review Universitat Politècnica de València, 2015 22(2014), 1, Seite 3-19 (DE-627)176061291X 16952618 nnns volume:22 year:2014 number:1 pages:3-19 https://doi.org/10.4995/eurocall.2014.3636 kostenfrei https://doaj.org/article/c4b702d84b3444ca9df2491761dba4b1 kostenfrei https://polipapers.upv.es/index.php/eurocall/article/view/3636 kostenfrei https://doaj.org/toc/1695-2618 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 22 2014 1 3-19 |
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Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity |
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The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction. |
| abstractGer |
The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction. |
| abstract_unstemmed |
The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction. |
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https://doi.org/10.4995/eurocall.2014.3636 https://doaj.org/article/c4b702d84b3444ca9df2491761dba4b1 https://polipapers.upv.es/index.php/eurocall/article/view/3636 https://doaj.org/toc/1695-2618 |
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