The Effects of Metacognitve Strategy Training on the Graduates’ Listening

DOI

10.2991/iaw-sc.2013.209How to use a DOI?

Keywords

metacognitive strategy training; the graduate students; metacognitve awareness; metacognitive strategy application; listening performance

Abstract

Previous research shows that metacognitve strategy training helps to improve Chinese undergraduates’ listening in EFL (English as foreign language). The objective of this research is to find whether metacognitve strategy helps to improve Chinese graduate students’ listening in EFL. Two groups of graduate students, a controlled group (n: 66) and an experimental group (n: 84), at an institute in China were chosen as participants for the research. The whole metacognitive strategy training lasted for 40 teaching hours, with 45-50 minutes for each teaching hour. The students in the experiment group had metacognitive strategy training for about 20 minutes in every two teaching hours in the first 20 teaching hours and were reminded of using metacognitive strategies in the next 20 teaching hours while the controlled group did not have any metacognitve strategy training. The statistical analysis of scores in listening tests and a metacognitive awareness listening questionnaire before and after the experiment shows that the metacognitve strategy training has enhanced the Chinese graduates’ listening performance and it has also helped the middle-level and low-level students of them to improve their metacognitive awareness and metacognitive strategy application.

Copyright

© 2013, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Caiyu Yang
PY  - 2013/10
DA  - 2013/10
TI  - The Effects of Metacognitve Strategy Training on the Graduates’ Listening
BT  - Proceedings of the 2013 International Academic Workshop on Social Science
PB  - Atlantis Press
SP  - 918
EP  - 923
SN  - 1951-6851
UR  - https://doi.org/10.2991/iaw-sc.2013.209
DO  - 10.2991/iaw-sc.2013.209
ID  - Yang2013/10
ER  -