ERIC Number: EJ1207902
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Learning Styles and Metacognitive Awareness: How They Affect the L2 Listening Process of At-Risk Students in a Modified Foreign Language Program (MFLP)
Corbitt, William Keith
Dimension, p22-43 2017
Research on the acquisition of foreign languages by at-risk students has primarily focused on the Linguistic Coding Deficit Hypothesis (Horwitz, 2000). Recently, there has been a growing discussion regarding the effects of learning style rigidity (Castro, 2006; Castro and Peck, 2005; Corbitt, 2011; Sparks, 2006) and metacognitive awareness (Corbitt, 2013) on the acquisition of Spanish by at-risk students in Modified Foreign Language Programs (MFLPs). This pilot study seeks to expand the conversation to include a discussion on foreign language listening. MFLP and non-MFLP participants completed the Metacognitive Awareness of Listening Questionnaire (Vandergrift, Goh, Mareschal, & Tafaghodtari; 2006) and the Learning Style Survey: Assessing Your Learning Styles (Cohen, Oxford, & Chi, 2001). The data were subjected to independent sample t-tests, ANOVAs, and a linear regression analysis to determine the relationship between and differences in learning styles and perceived metacognitive listening strategy use for each group. The findings suggest that MFLP and non-MFLP students diverge in their perceived usage of metacognitive listening strategies and MFLP students have a very strong visual learning style preference (p < 0.05). Pedagogical implications and recommendations for future research are discussed.
Descriptors: Metacognition, At Risk Students, Cognitive Style, Linguistic Theory, Listening Skills, Measures (Individuals), Spanish, Teaching Methods, Visual Learning, Correlation, Preferences, Learning Disabilities, Academic Accommodations (Disabilities), Student Attitudes, Undergraduate Students, Learning Strategies
Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A