Effects of Metacognitive Strategy Training on Chinese Listening Comprehension
In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive l...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Yanmei Liu [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Languages - MDPI AG, 2017, 5(2020), 2, p 21 |
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| Übergeordnetes Werk: |
volume:5 ; year:2020 ; number:2, p 21 |
| Links: |
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| DOI / URN: |
10.3390/languages5020021 |
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| Katalog-ID: |
DOAJ029924251 |
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| 520 | |a In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training. | ||
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10.3390/languages5020021 doi (DE-627)DOAJ029924251 (DE-599)DOAJ0aeb1df3c84c4a27869723d7682370ac DE-627 ger DE-627 rakwb eng Yanmei Liu verfasserin aut Effects of Metacognitive Strategy Training on Chinese Listening Comprehension 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training. Chinese listening metacognition metacognitive strategy strategy training Language and Literature P In Languages MDPI AG, 2017 5(2020), 2, p 21 (DE-627)840815018 (DE-600)2840611-4 2226471X nnns volume:5 year:2020 number:2, p 21 https://doi.org/10.3390/languages5020021 kostenfrei https://doaj.org/article/0aeb1df3c84c4a27869723d7682370ac kostenfrei https://www.mdpi.com/2226-471X/5/2/21 kostenfrei https://doaj.org/toc/2226-471X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 5 2020 2, p 21 |
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Effects of Metacognitive Strategy Training on Chinese Listening Comprehension |
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In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training. |
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In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training. |
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In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training. |
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|
| score |
7.4006405 |