Literaturnachweis - Detailanzeige
Autor/in | Whitehead, Evangelin |
---|---|
Titel | Application of Meta-Cognitive Strategy Instruction in Listening Comprehension to the Level III Student Teachers |
Quelle | In: Excellence in Education Journal, 9 (2020) 1, S.104-119 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2474-4166 |
Schlagwörter | Metacognition; Listening Comprehension; Comparative Analysis; Student Teachers; Language Proficiency; Teaching Methods; Textbooks; Pretests Posttests; Learning Strategies; Cognitive Style; English (Second Language); Language Teachers; Second Language Learning; Second Language Instruction; Teacher Education Programs Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörverständnis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht |
Abstract | This study investigated the impact of meta-cognitive strategy instruction on the listening comprehension of level III student-teachers. Sixty-eight student participants were selected whose listening proficiency was at the average to below average level. The selected students were randomly assigned to experimental and control groups. The experimental group (n=34) received the meta-cognitive strategy instruction but the control group (n=34) received no meta-cognitive instruction. Listening comprehension modules of their course books were utilized to test the listening skills of the participants in both groups before and after the treatment. The results of tests revealed that the experimental group significantly outperformed the control group on the post-test. The pedagogical implications of the study are discussed as well. (As Provided). |
Anmerkungen | Excellence in Education Journal. e-mail: eejeditor@gmail.com; Web site: http://www.excellenceineducationjournal.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |