Earticle

현재 위치 Home

Examining a Metacognitive Instruction Model

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.13 No.2 (2016.05)바로가기
  • 페이지
    pp.117-137
  • 저자
    Ayako Kobayashi
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A274260

※ 기관로그인 시 무료 이용이 가능합니다.

5,700원

원문정보

초록

영어
This study aims to examine a metacognitive instruction model conducted in the English as Foreign Language (EFL) classroom and to examine the impact of metacognitive instruction (MI) on students’ metacognition, self-efficacy, interaction strategies, and oral communication (OC) by using structural equation modeling (SEM). To examine these impacts, t-tests, a higher-order confirmatory factor analysis, latent variable path analyses, and multi-group comparison analyses were conducted. The participants in this study were Japanese sophomores. They attended an OC course where MI was conducted for three months. They were guided to develop their metacognitive knowledge and self-regulatory strategies regarding OC. The participants’ pre- and post-questionnaire answers and their pre- and post-OC test grades were analyzed using SEM. Results indicated that after the intervention the path from strategy use to OC scores was significant. Moreover, two causal relationships were also strengthened: (a) between metacognition and strategy use and (b) between metacognition and self-efficacy. Furthermore, between the pre-group and the post-group, a significantly different path was found: metacognition → self-efficacy. Taken together, these findings suggest that activated metacognition can lead to more effective learning.

목차

Abstract
 Introduction
 Literature Review
 Defining Interactional Competence
 Self-Regulated Learning (SRL)
 Metacognitive Instruction in SLA
 Purpose
 Methods
  Participants
  Features of Metacognitive Instruction in OC
  Data Collection and Procedure
 Results
 Discussion
 Conclusion and Implications
 Acknowledgements
 The Author
 References

키워드

metacognition self-efficacy strategy use oral communication EFL learners higher-order confirmatory factor analysis

저자

  • Ayako Kobayashi [ Konan University, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.13 No.2

    피인용수 : 0건 (자료제공 : 네이버학술정보)

    함께 이용한 논문 이 논문을 다운로드한 분들이 이용한 다른 논문입니다.

      출처 : 네이버학술정보

        0개의 논문이 장바구니에 담겼습니다.

        페이지 저장
        소속기관 조회
        이용자님의 소속기관(단체)이 서비스에 가입되어 있는지 확인해 보십시오.
        기관회원에 소속되어 있는 이용자는 원문을 무료로 이용할 수 있습니다.