Relationships between Metacognitive Strategies and Characteristics of Professional Tour Guide Trainees in English for Tourism

Autor/in	Phaiboonnugulkij, Malinee
Titel	Relationships between Metacognitive Strategies and Characteristics of Professional Tour Guide Trainees in English for Tourism
Quelle	In: Advances in Language and Literary Studies, 9 (2018) 3, S.87-97 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Metacognition; Tourism; Comparative Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Guides; Learning Strategies; Language Proficiency; Correlation; Language Tests; Speech Communication; Content Analysis; Language Teachers; Teaching Methods; Undergraduate Students; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Tourismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Handbuch; Leitfaden; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language skill; Language skills; Sprachkompetenz; Korrelation; Language test; Sprachtest; Inhaltsanalyse; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	The objectives of this study are to investigate and compare the total and individual metacognitive strategies used by professional tour guides in four English for Domestic Tourism lessons, and to explore the relationships between the use of metacognitive strategies in these lessons and characteristics of professional tour guide trainees. A total of eighteen professional tour guide trainees participated in this study and they were classified into groups from their proficiency levels in English, duration in English language study and the level of responsibility of their current jobs. The research instruments were a metacognitive strategy questionnaire, strategy coding scheme, English for Domestic Tourism lessons and English for Domestic speaking test and rating scale. Chi-square, One-way Analysis of Variance (ANOVA), frequency, means, standard deviations and the qualitative content analysis from the questionnaires and coding scheme were used in the data analysis. The results show no significant differences in the use of both the total and individual metacognitive strategies in four lessons. However, there are significant relationships at the 0.05 level between proficiency level and goal setting and control of linguistic execution strategies. There are also significant relationships between duration of English language study and planning strategies and control of linguistic execution. The substantive insights from a qualitative content analysis show the prominent ways of how characteristics affect the strategy use of particular groups which should be included in both teacher and students' training on how to make use of these higher order thinking to effectively teach and learn English language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01