A Study of the Application of Metacognitive Strategy Instruction to Foster University Students’ English Listening Ability

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Project title

Code/計畫編號

MOST104-2410-H019-014

Translated Name/計畫中文名

應用後設認知策略教學以提升大專學生英語聽力能力之研究

Project Coordinator/計畫主持人

Lu-Fang Lin

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=11568914

Year

2015

Start date/計畫起

01-08-2015

Expected Completion/計畫迄

31-07-2016

Bugetid/研究經費

457千元

ResearchField/研究領域

教育學
語文

"本計畫旨在探討後設認知策略教學法是否能提升大專學生英語聽力。許多大專學生畢業之後，將投入職場工作，在有些職場中，須要良好的英語溝通。然而，為能達到有效的英語溝通，英語聽力在溝通過程中扮演重要角色，也就是要先聽懂對方所傳達的內容才能進一步的做出回應，所以大專學生英語聽力需要加以訓練，以能做好有效的英語溝通。從回顧的文獻中指出後設認知策略在學習和表現以及整個智力系統扮演重要的中介角色並且研究成果顯示出後設認知策略能有效提升學習。後設認知策略是一種系統的訓練計畫。學生要獲得有效的學習，便必須了解所要學習的內容、所要使用的方法、方法使用的時機、適當的使用時間，進而規劃並監督自己的學習。後設認知策略便是依這些條件和知識而做的計畫。採用後設認知策略教學時，一方面要提供學生有關後設認知的知識與策略，一方面要訓練學生知道如何調整學習歷程，增加學習效果。另外，多媒體教學的研究文獻也顯示多媒體教材有助於學習，所以本研究將採用多媒體教材，因此本計畫申請者研擬出這一份應用後設認知策略教學法於多媒體英語教學課程中以提升大專學生英語聽力之研究計畫。為研究在自然情境下的正常教學，本計畫是於一般教學環境中進行之教育評量或施測以及對教學技巧成效評估之研究。本計畫將招募三個進階英語班級共90 位大專學生 (每班約30 人)參與本計畫。其中一個班將參與Pilot Study 以建立英語聽力測驗信效度、修正MALQ 問卷中文解釋及實施過程以及修正實驗組教學過程；另外，兩班隨機指派至實驗組和控制組的教學組別。兩組參與對象先進行英語聽力前測和填寫第一次MALQ 問卷，然後兩組參與對象參加八週的教學訓練，實驗組的每位同學依每週規劃進行後設認知策略訓練；控制組進行單字、語法解釋及翻譯為主的聽力訓練，但未接受後設認知策略訓練。兩組所使用的教材是網路上的VoiceTube 影片教材。第四週教學訓練完成時，填寫第二次MALQ 問卷，八週之後，兩組參與對象進行英語聽力後測，填寫第三次MALQ 問卷和書寫自我省思報告(Self reflection)另外，為顧及學習公平性，在正式研究階段完成所有資料收集表C011 共 1 頁第 2 頁後，兩組研究對象再分別交換教學法，接受先前各組的聽力教學訓練。收集的資料進行量化分析，預期可獲得的研究結果為: (1)了解研究對象接受後設認知策略為主之英語聽力教學是否能顯著提升英語聽力；(2) 了解接受後設認知策略為主之英語聽力教學的研究對象的後設認知覺知(metacognition awareness)之發展狀況；(3) 了解接受後設認知策略為主之英語聽力教學的研究對象的後設認知覺知，亦即了解研究對象能夠自我察覺、調整聽力策略使用之狀況；(4) 了解後設認知策略與英語聽力關聯性；(5)研究對象對後設認知策略為主之英語聽力教學的。最後，根據研究結果，提出提升大專學生英語聽力理解力教學法的建議。本計畫的貢獻包括: (1)提供設計英語聽力教學的知識；(2)後設認知聽力策略的知識；(3)了解大專學生英語聽力的多媒體教材。"
"Listening plays an essential role in influencing effective communication. The goal of training learners with English listening skill is to help them to have effective communication in their life or workplace. Some studies in the field of cognitive psychology have documented that metacognition enhances learning. This project intends to integrate metacognitive strategies into English listening instruction. The purposes of this project are first to evaluate the impact of the metacognitive strategy instruction on listening performance and the application of metacognitive strategies. Second, the project is to determine which type of metacognitive strategies best correlated with listening achievement. Third, the project is to explore participants’ metacognitive awareness development. Fourth, this project is to explore the participants’ perceptions of the metacognitive strategy instruction. This study contains about 90 undergraduate university students recruiting from three English courses. One class of 30 participants joins a pilot study. Regarding the formal study, one class (30 participants) is assigned as an experimental group receiving the metacognitive strategy treatment. The other class (30 participants), a control group, receives the listening instruction focusing on the interpretation of vocabulary and grammar, and translation; they do not receiving metacognitive strategy training. The treatment of both groups lasts for eight weeks. The teaching materials are video clips on the Internet, VoiceTube. The intervention study is a pre-test/post-test design. All participants take a listening comprehension pre-test before the treatment, and a listening comprehension post-test after the treatment. After receiving four weeks of treatment, two groups of participants fill out the MALQ questionnaire. After the treatment, the participants in the two groups fill out the MALQ questionnaire and write self-reflections on each instructional treatment. The collected data from each group include listening comprehension pre- and post-tests, the MALQ collected at before, in the middle of and after the treatment, and the written self-reflections. The collected data will be analyzed from quantitative and qualitative viewpoints to answer the aforementioned research questions. First, descriptive statistics of mean scores is used to describe the participants’ responses in the MALQ and listening comprehension pre- and post-tests. Second, the collected data are analyzed using independent-samples t-tests and paired t-tests. The independent-samples and paired t-tests aims to show whether or not there are significant differences between the two groups in listening comprehension (between-group comparisons) and whether each group makes significant progress in its listening comprehension (within-group comparisons). The 表C011 共 2 頁第 2 頁 independent-samples t-tests also reveals whether or not there are significant differences between the two groups in the application of metacognitive strategies. Third, to further examine the relationship between the participants’ listening performance and the metacognitiv strategy variables contained in the MALQ, Pearson correlations are computed across two treatment groups for the scores obtained from the listening comprehension post-tests, and the averaged sub-scores of each dimension and the totaled score calculated from the MALQ, collected after the treatment. Fourth, For the sections of the MALQ data, the total mean score and the mean scores of the five subscales of each MALQ are presented to see the tendency and are further conducted with paired t-tests to examine whether each group makes significant differences in its metacognitive awareness development. Fifth, self-reflections are used to interpret the participants’ perceptions of the MS instruction. In general, the results of this project contribute to the following domains: first, the knowledge of how to design English listening-comprehension curriculum; second, the knowledge of metacognitive listening strategies; third, the knowledge of employing the multimedia materials to improve English learners’ listening ability."

Keyword(s)

後設認知策略教學法
後設認知覺知發展
英語聽力
大專學生
English listening
metacognitive awareness
metacognitive strategy instruction
university students

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A Study of the Application of Metacognitive Strategy Instruction to Foster University Students’ English Listening Ability

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