College Students' Metacognitive Strategy Use in an EFL Flipped Classroom

Autor/inn/en	Shih, Hui-chia Judy; Huang, Sheng-hui Cindy
Titel	College Students' Metacognitive Strategy Use in an EFL Flipped Classroom
Quelle	In: Computer Assisted Language Learning, 33 (2020) 7, S.755-784 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1590420
Schlagwörter	Metacognition; Learning Strategies; College Students; English (Second Language); Second Language Learning; Flipped Classroom; Video Technology; Attention Control; Self Management; Expectation; Peer Influence; Collectivism; Self Evaluation (Individuals); Foreign Countries; Language Tests; Group Discussion; Taiwan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Flipped classrooms; Flip teaching; Inverted teaching; Aufmerksamkeitstest; Selbstmanagement; Expectancy; Erwartung; Ausland; Language test; Sprachtest; Gruppendiskussion
Abstract	This study examines EFL students' metacognitive strategy use in a university flipped classroom and the underlying factors of metacognitive strategy use. The participants in our study were students enrolled in an elective English course at a university in Taiwan, where they had to watch online course videos outside of class and participate in activities that required knowledge application. Students' metacognitive strategy use and factors affecting their use were elicited through written accounts, class observations, and semi-structured interviews. Findings show that factors affecting their metacognitive strategy use include students' expected learning outcome and peer learning. Students' greater control over learning in a flipped classroom context further facilitates their metacognitive strategies. Finally, possible directions for metacognitive instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01