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ERIC Number: ED504568
Record Type: Non-Journal
Publication Date: 2008-Jun-26
Pages: 15
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: N/A
An Investigation of Metacognitive Strategies Used by EFL Listeners
Teng, Huei-Chun; Chan, Chi-Yeu
Online Submission, Paper presented at the International Conference of the Association for Language Awareness (9th, Hong Kong, China, Jun 26-29, 2008)
The main intent of the present study is to find out what metacognitive strategies Taiwanese college students employ in EFL listening process. Four research questions explored in the study include: (1) What are the metacognitive strategies adopted by EFL listeners when they listen? (2) What are the differences of metacognitive strategies between proficient and less proficient listeners in listening process? (3) What are the metacognitive strategies of EFL listeners when they listen to familiar and unfamiliar passages? (4) What is the relationship between EFL listeners' metacognitive strategies and their listening comprehension performance? Listeners' comprehension was evaluated from written recall as product data, whereas metacognitive listening strategies were identified from retrospective verbalization as process data. Listeners' recall protocol was evaluated with pausal units from Johnson (1970). For retrospective verbalization, the transcribed data was analyzed based on the four categories of metacognitive strategies from Vandergrift (1997), i.e., planning, monitoring, evaluation, and problem identification. Results show that proficient listeners generally adopted more metacognitive listening strategies of "planning," "monitoring," and "evaluation" than less proficient listeners did. Additionally, the results from both written recall protocol and strategy frequency affirmed the influence of cultural background knowledge on EFL listening comprehension as well as metacognitive strategy use. (Contains 13 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan