Effects Of Metacognitive Instruction on Listening Comprehension Development In Efl a2 Learners of An Ecuadorian Public University
This action research study investigates the effects of metacognitive listening strategy instruction on a2 efl learners’ listening comprehension development of an ecuadorian public university. participants chosen from a purposeful sample (n=100) came from four a2 classes (“basic b courses”) taught by...
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| Eará dahkkit: | , |
| Materiálatiipa: | masterThesis |
| Giella: | spa |
| Almmustuhtton: |
2017
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| Fáttát: | |
| Liŋkkat: | http://www.dspace.espol.edu.ec/xmlui/handle/123456789/38401 |
| Fáddágilkorat: |
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Lasit fáddágilkoriid | Čoahkkáigeassu: | This action research study investigates the effects of metacognitive listening strategy instruction on a2 efl learners’ listening comprehension development of an ecuadorian public university. participants chosen from a purposeful sample (n=100) came from four a2 classes (“basic b courses”) taught by both researchers. The experimental group (n=45) listened to four texts using a metacognitive strategy instruction (planning, evaluation, problem-solving, directed attention, person knowledge, translation). The control group (n=55) listened to the same texts without the application of a metacognitive listening strategy instruction. the study lasted four weeks (2 hours a week of instruction). Quantitative and qualitative data were collected through the use of a preand post-listening tests, metacognitive awareness listening questionnaire (malq), and personal interviews. The purpose of this study is to verify if after this instruction |
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