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Examining the Effects of Metacognitive Instruction in Oral Communication for EFL Learners

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.17 No.2 (2020.06)바로가기
  • 페이지
    pp.597-615
  • 저자
    Ayako Kobayashi
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A377380

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원문정보

초록

영어
This study investigated the effects of metacognitive instruction in oral communication for EFL learners over a semester. Participants (N = 58) were sampled from four oral communication classes in a private university in the western part of Japan where the researcher had been working as an English instructor. They were freshmen whose majors were not English. The treatment group (n = 28) received metacognitive instruction in oral communication (i.e., they were taught how to improve oral communication skills and how to become more autonomous learners through metacognitive processes as well as activities such as planning, monitoring, and reflecting). The contrast group (n = 30), taught by the same teacher, did not receive metacognitive instruction although they used the same textbooks and materials and had more time for interaction in English. Results of the questionnaire (SRLQ, the Self-Regulated Learning in Oral Communication Questionnaire, Kobayashi, 2016a) showed that students in the treatment group became more self-regulated learners. Moreover, it was found that the treatment group made greater gains in interactional competence, regulation of cognition, cognitive strategies and interaction strategies. Furthermore, it was verified that learners with low interactional competence in the treatment group benefited the most from such metacognitive instruction.

목차

Abstract
Introduction
Literature Review
Metacognition
Research Questions
Method
Participants
Data Analysis
Data Collection and Procedure
Results
Effect of Metacognitive Instruction on Interactional Competence
Interview Findings
Discussion
Conclusion
Acknowledgement
The Author
References
Appendix

키워드

classroom research EFL learners oral communication metacognitive instruction learner autonomy

저자

  • Ayako Kobayashi [ Heian Jogakuin (St.Agnes’) 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

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