EFL learners' listening comprehension and awareness of metacognitive strategies: how are they related?
[Abstract] | |
النوع | مقال |
ردمد | 19139020 |
رقم الوثيقة | 117732 |
مصدر المعلومات | ERIC |
المؤلف | Al-Alwan, Ahmed Falah. Facuty of Educational Sciences, Hashemite University, Zarqa, Jordan |
المؤلف الاضافي |
Asassfeh, Sahail M. Facuty of Educational Sciences, Hashemite University, Zarqa, Jordan.
Al-Shboul, Yousef. Facuty of Educational Sciences, Hashemite University, Zarqa, Jordan. |
الصفحات | pp. 31-39 |
ملاحظة عامة |
Peer reviewed
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المصدر | International Education Studies. v6, n9, 2013 |
الناشر |
Toronto: Canadian Center of Science and Education، 2013
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عنوان الناشر |
1120 Finch Avenue West Suite 701-309. Toronto, ON M3J 3H7. Canada. Canadian Center of Science and Education. T: 4166422606. F: 4166422608. ies@ccsenet.org. http://www.ccsenet.org/journal/index.php/es.
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ERIC رقم الوثيقة في | EJ1068669 |
المصدر الالكتروني | Full text (PDF) |
الواصفات | English - Second language instruction - Listening - Comprehension - Cognitive processes - Grades (scholastic) - Secondary school students - Correlation. - Questionnaires - Jordan |
لغة الوثيقة | الانكليزية |
البلد | كندا |
Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006) and (b) a Listening Comprehension Test (LCT) developed by the researchers for the purpose of this study. The results indicate that students' possess a moderate level of metacognitive listening strategies awareness. Additionally, whereas directed attention and personal knowledge fail to explain the variance in students' listening comprehension performance, problem solving, planning and evaluation, and directed attention are capable of explaining 56% of the variance in students' performance on the LCT. It is recommended that metacognitive strategies awreness be emphasized in listening comprehension instruction. (As Provided)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) : | |
Al-Alwan, Ahmed Falah.. (2013). EFL learners' listening comprehension and awareness of metacognitive strategies: how are they related?. International Education Studies. v6, n9, 2013. pp. 31-39 تم استرجاعه من search.shamaa.org . |