Explore Foreign Language Learners' Experiences under a Metacognitive Listening Website [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (17th, 2020).

Autor/inn/en	Pei, Tao; Suwanthep, Jitpanat
Institution	International Association for Development of the Information Society (IADIS)
Titel	Explore Foreign Language Learners' Experiences under a Metacognitive Listening Website [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (17th, 2020).
Quelle	(2020), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; College Students; English Language Learners; English (Second Language); Student Experience; Listening; Web Sites; Metacognition; Listening Comprehension; Web Based Instruction; China + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Studienerfahrung; Hörvorgang; Zuhören; Web-Design; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörverständnis; Web Based Training
Abstract	This study aimed to explore Chinese English as Foreign Language (EFL) learners' experiences in a metacognitive listening website based on a metacognitive approach. 40 Chinese low-intermediate EFL learners participated in the study and conducted the web-based metacognitive listening practice for 14 weeks. The UEQ and post-interview were used to detect their experiences and perceptions of the practice. The results indicated that these learners had good experiences with the metacognitive listening practice, especially in terms of dependability, novelty, and stimulation. The good experiences may be due to their perceived development of listening comprehension, listening strategies, and the involvement of video listening materials. However, learners' favouring test-based listening practice may affect their perceived efficiency of metacognitive listening practice. This study could provide a sample for further investigation of metacognitive intervention with CALL. (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01