NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1077263
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1927-5250
Metacognitive Strategies to Chinese College English Learners: A Real Gold or Only with a Golden Cover
Gao, Li
Journal of Education and Learning, v2 n4 p71-76 2013
With the advent of computer-assisted autonomous learning, English listening has become more challenging to Chinese college English learners. Metacognitive strategies, often adopted in process-based approach emphasizes more on the listening process. This paper discusses the feasibility of metacognitive strategies in English listening instruction in Chinese universities by synthesizing and appraising the empirical research about metacognition in EFL/ESL listening. Through contrast and comparison, the possible problems existing in these current research and implications for future research and teaching are given at the end of the paper. Finally, the applicability of metacognitive strategies is analyzed under the context of Chinese college English instruction.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China