Cognitive Apprenticeship Integrated into Web-Based English Teaching on University Students’ Metacognition Development and Listening Performance

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Project title

Code/計畫編號

MOST109-2511-H019-002

Translated Name/計畫中文名

認知見習模式融入網路英語教學對大專生後設認知發展與聽力學習成效之探究

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=13541902

Year

2020

Start date/計畫起

01-08-2020

Expected Completion/計畫迄

31-07-2021

Bugetid/研究經費

600千元

ResearchField/研究領域

教育學

本研究計畫目的在於發展網路英語聽力教學模式並且將認知見習模式融入於英語聽力課程中，探究認知見習英語聽力互助(CA-ELRT)教學法是否能有效增進學生後設認知能力發展、聽力理解以及學習投入。近年來教育學者強調後設認知對於學習有重要的影響，但在英語教育領域相關研究仍在萌芽文獻十分有限，有鑒於此，送審者想著手一系列的以後設認知為主的英語教學研究，為了融入後設認知策略教學，送審者先依據Palinsar & Brown (1984)原始的互助教學架構加以調整改良，將後設認知策略融入小組互助教學模式中。另外，以往聽力教學大多是以個人為主的聽取練習，鮮少應用教師示範理解過程和小組成員觀摩、計畫、評估之學習方式，於是本計畫將認知見習理論導入聽力教學課程中。傳統英語聽力教學大多是著重於訓練學生對英文文本內單字、片語或句子的正確性聽取和記憶;聽力教材以教師重複播放方式進行。本計畫將應用本校發展的Tronclass非同步學習系統提供網路上的影音資源進行英語聽力訓練以及設計線上小組討論區，增進小組互動。本計畫將進行CA-ELRT教學法和教師講述教學法之比較，將募集兩班修讀進階英語課程的中級程度學生為研究對象；隨機指派為實驗組和控制組之後，進行大約六至八週網路英語教學，引導學生的聽力練習課程。本計畫是質量合併之研究，量化研究資料將透過教學實施前後英語聽力之前後測驗、填寫後設認知(MAI)問卷以及聽力follow-up tests等方式收集。質性研究資料包括教學實施過程中研究對象完成之學習單以及教學實施後研究對象所寫的自我省思報告。計畫的進行重點及預期可獲得的研究結果為: (1) 了解CA-ELRT教學法是否能顯著提升大專學生後設認知能力；(2) 了解CA-ELRT教學法是否能顯著提升大專學生英語聽力理解力；(3)了解研究對象在CA-ELRT教學法課程中metacognitive regulation and 後設認知策略使用狀況的探索；(4)了解研究對象對CA-ELRT教學法與教師講述法的看法。最後根據研究結果，提出提升大專學生英語聽力的教學建議。
The purpose of the project is first to develop a web-based English teaching model. The present project integrates cognitive apprenticeship into an English listening course to examine whether the cognitive apprenticeship English listening reciprocal teaching method (CA-ELRT) can foster university students’ metacognition development, English listening performance, and learning engagement. Most educational experts indicated that metacognition plays an essential in influencing learning. However, the literature on metacognition in the field of English education of which English is learned as a foreign language is quite limited. In this way, I would like to conduct English teaching research focusing on metacognition. To integrate metacognitive strategies instruction, the present project modifies Palinsar & Brown’s (1984) reciprocal teaching model. Moreover, the project applies cognitive apprenticeship theory to demonstrating teacher modeling and to fostering group members’ observation, reflection and evaluation during the listening process. The conventional English listening teaching focuses on individual practice and leads students to understand English vocabulary, phrases and sentences; the teacher usually controls display procedure. This project uses the Tronclass system to develop a web-based English listening course. On the Tronclass, I will provide web-based learning resources and set up an area of online small-group discussion to activate group members’ interaction. This project is to recruit two classes of undergraduate university students who take English course at the intermediate level. Randomly, one class is assigned as the experimental group receiving the CA-ELRT treatment and the control group receiving teacher-lecture treatment respectively. This project is a mixed study, including quantitative and qualitative analysis. The data are collected through English listening proficiency pre- and posttests, the metacognitive awareness inventory (MAI), listening follow-up tests, learning sheets, and the participants’ written self-reflections. The analysis include: (1) to explore whether CA-ELRT modelcan significantly enhance university students’ metacognitive ability; (2) to explore whether CA-ELRT model can significantly improve university students’ English listening comprehension; ;(3) to understand how the participants in the CA-ELRT group develop metacognitive regulation and use metacognitive strategies; (4) to explore the participants’ perceptions of the CA-ELRT model and the teacher-lecture model for learning English listening. Instructional recommendations for English listening teaching are presented.

Keyword(s)

認知見習模式
英語聽力
後設認知發展
網路教學
cognitive apprenticeship
English listening
metacognition development
web-based instruction

DSpace CRIS

Cognitive Apprenticeship Integrated into Web-Based English Teaching on University Students’ Metacognition Development and Listening Performance

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