學術產出-Theses
Article View/Open
Publication Export
-
題名 聽力元認知策略教學對元認知意識和聽力理解影響之後設分析
Meta-analysis of the influence of metacognitive strategy instruction on metacognitive awareness and listening comprehension作者 楊燦
Yang, Can貢獻者 吳政達<br>郭昭佑
Wu, Cheng-Ta<br>Kuo, Chao-Yu
楊燦
Yang, Can關鍵詞 聽力元認知教學策略
元認知
元認知意識
聽力理解
後設分析
metacognitive strategy instruction
metacognitive
metacognitive awareness
listening comprehension
meta-analysis日期 2021 上傳時間 1-Apr-2021 11:26:47 (UTC+8) 摘要 近年來，元認知成為心理學研究的熱點之一，並在深刻地影響著第二語言教育領域。聽力元認知策略教學的研究文獻日益增添，並展現出了不同的研究結果。為了整合這些相關的研究成果和發現，本研究主要瞭解不同背景的學生在元認知策略教學的指導下是否在元認知意識和聽力理解方面有差異為目的，借由探討，分析變項，希望厘清各個變項之間的關係。本研究對SCOPUS, WOS 以及EBSCO三個資料庫進行了全面的搜索。最終納入了30個研究樣本進行分析，並探究了5個調節變項。研究結果發現，聽力元認知策略教學對學生元認知意識和聽力理解有顯著影響。 聽力元認知策略教學對元意識水準影響合併後的總效果量為0.476，屬於中等效果量；對元認知意識五大因素的整體分析結果顯示，元認知策略教學對學生的計畫與評估意識，問題解決意識和定向注意意識有顯著影響。對聽力理解影響的總體效果為0.952，屬於高強度效果。 影響其有效性的變數包括教學環境，學生的語言熟練程度以及介入時間的長短。 聽力元認知策略教學對第二語言聽力意識的影響可能是複雜的，雖然存在理論聯繫，但元認知策略教學對元認知意識發展的影響仍不確定，還需要進一步的研究。最後，本研究對未來聽力元認知策略教學提供了研究建議。
Metacognition has become one of the hot topics in psychology and has exerted a profound influence on the field of second language education in recent years. The research literature of Metacognitive strategy instruction (MSI) is increasing and different research results are presented. In order to integrate these relevant research results and findings, this study aims to explore whether students with different backgrounds have differences in metacognitive awareness and listening comprehension under the guidance of MSI in listening by discussing and analyzing the variations. Hoping to clarify the relationships among various variables.The SCOPUS, WOS and EBSCO databases were searched in the study. 30 research samples were included for analysis, and 5 moderator variables were explored. The results show that the MSI has a significant effect on students` metacognitive awareness and listening comprehension. The combined effect of MSI on metacognitive level was 0.476, which was a medium effect. Meanwhile, the results also showed MSI has a significant impact on learners` awareness of planning and evaluation, problem solving and directed attention. The overall effect on listening comprehension was 0.952, which was a high-intensity effect. Variables that affect its effectiveness include the teaching environment, students` language proficiency, and the length of the intervention. The influence of MSI on the listening awareness of the second language may be complex. Although there are theoretical connections, the influence of MSI on the development of metacognitive awareness is still uncertain and needs further research.In the conclusion, the study provides suggestions for the future study of MSI.參考文獻 林資荃（2014）。統合分析(Meta-analysis)簡介。RegMed，48，6-17。李茂能（2015）。傳統整合分析理論與實務：ESS & EXCEL。台灣五南圖書出版股份有限公司。文秋芳、王立非（2004）。影響外語學習策略系統運行的各種因素評述。外語與外語教學，9，28-32。王丹、翟俊霞、牟振雲、宗紅俠、趙曉東、王學義、顧平（2009）。Meta分析中的異質性及其處理方法。中國循證醫學雜誌，9(10)，1115-1118。謝進昌（2010）。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。教育研究學報，4(2)，133-156。https://doi.org/10.7029/JES.201010.0133Anderson, N. J. (2002). The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest.Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL quarterly, 34(4), 777-786. https://doi.org/10.2307/3587791* Al-Jahwari, M., Al-Mekhlafi, A. M., Al-Barwani, T., & Abdulraheim, A. (2019). The Effect of Metacognitive Listening Strategy Instruction on Omani Grade 11 EFL Learners’ Listening Comprehension and their Metacognitive Listening Awareness. International Journal of Learning, Teaching and Educational Research, 18(9),256-275. https://doi.org/10.26803/ijlter.18.9.14Bernhardt, S. (1997). Self-efficacy and second language learning. The NCLRC Language Resource, 1(5).Borenstein, M. (2005). Software for publication bias. Publication bias in meta-analysis: Prevention, assessment and adjustments, 193-220. https://doi.org/ 10.1002/0470870168Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 1088-1101.Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. ISRN Education, 2012. https://doi.org/10.5402/2012/734085Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161. https://doi.org/ 10.1080/10904018.2013.861303Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. John Wiley & Sons.Bozorgian, H., & Padiav, B. (2015). The Role of Metacognitive Instruction through Pedagogical Cycle on Metacognitive Awareness of EFL Learners: Gender Difference Focus. Journal of Modern Research in English Language Studies, 2(2), 99-117.*Bozorgian, H., & Alamdari, E. F. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL: The Journal of EUROCALL, 30(1), 131. https://doi.org/ 10.1017/S0958344016000240Brown, A. L. (1978). Knowing when, where, and how to remember; a problem of metacognition. Advances in instructional psychology, 1.Carr, M., Kurtz, B. E., Schneider, W., Turner, L. A., & Borkowski, J. G. (1989). Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development. Developmental Psychology, 25(5), 765. https://doi.org/10.1037/0012-1649.25.5.765Cao, Z., & Lin, Y. (2020). A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students. English Language Teaching, 13(4), 127-139. https://doi.org/10.5539/elt.v13n4p127Chamot, A. U., & O`malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. New York: Addison-Wesley Publishing Company. https://doi.org/10.2307/3587323Chen, C. C., & Tseng, D. S. (2017). “I give up and stop listening”: Fostering metacognitive listening strategy awareness in the English classrooms in Taiwan. Advances in Social Sciences Research Journal, 4(11). https://doi.org/10.14738/assrj.411.3268*Cho, Y. A. (2017). Metacognitive Strategy Instruction in L2 Listening Development for EFL College Students. 영어영문학연구, 43(3), 185-205. https://doi.org/10.21559/aellk.2017.43.3.009Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Online Submission, 4(1), 35-50. https://doi.org/10.1080/10904018.2014.902315Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155. https://doi.org/10.1037/0033-2909.112.1.155Cochran, W. G. (1954). The combination of estimates from different experiments. Biometrics, 10(1), 101-129. https://doi.org/10.2307/3001666Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176. https://doi.org/10.1177/1362168809103446Cross, J. (2011). Metacognitive instruction for helping less-skilled listeners. ELT journal, 65(4), 408-416. https://doi.org/10.1093/elt/ccq073Davis, J., Mengersen, K., Bennett, S., & Mazerolle, L. (2014). Viewing systematic reviews and meta-analysis in social research through different lenses. SpringerPlus, 3(1), 511. https://doi.org/10.1186/2193-1801-3-511Dousti, H., & Abolfathiasl, H. (2013). The effect of metacognitive listening strategy Training on EFL learners’ listening sub-skills performance. International Journal of Applied Linguistics and English Literature, 2(4), 50-55. https://doi.org/10.17509/ijal.v5i1.827Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455-463. https://doi.org/10.1111/j.0006-341X.2000.00455.xFlowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Ernst Klett Sprachen.Fiani, A., Suherdi, D., & Musthofa, B. (2019). The Impact of Metacognitive Instruction on EFL Students’ Listening Comprehension and Metacognitive Awareness in Lubuk Linggau. In UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press. https://doi.org/10.2991/eltlt-18.2019.28*Fathi, J., & Hamidizadeh, R. (2019). The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners. International Journal of Instruction, 12(2), 17-32. https://doi.org/10.29333/iji.2019.1222aFahim, M., & Fakhri Alamdari, E. (2014). Maximizing learners’ metacognitive awareness in listening through metacognitive instruction: An empirical study. International Journal of Research Studies in Education, 3(3), 79-91. https://doi.org/10.5861/ijrse.2014.762Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence. https://doi.org/10.26858/jds.v6i3.8537Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906Gavaghan, D. J., Moore, R. A., & McQuay, H. J. (2000). An evaluation of homogeneity tests in meta-analyses in pain using simulations of individual patient data. Pain, 85(3), 415-424. https://doi.org/10.1016/S0304-3959(99)00302-4Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X005010003Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal, 51(4), 361-369. https://doi.org/10.1093/elt/51.4.361Goh, C. C. (2000). A cognitive perspective on language learners` listening comprehension problems. System, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT journal, 60(3), 222-232. https://doi.org/10.1093/elt/ccl002Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC journal, 39(2), 188-213. https://doi.org/10.1177/0033688208092184Goh, C. C. M. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. English language teaching materials: Theory and practice, 179-206.Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language awareness, 23(3), 255-274. https://doi.org/10.1080/09658416.2013.769558Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28(1), 64-69. https://doi.org/10.1080/09571730385200221Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Springer. https://doi.org/10.1016/j.system.2016.05.010Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower‐intermediate learners of French. Language learning, 58(4), 747-783. https://doi.org/10.1111/j.1467-9922.2008.00478.xGarfield, E., Malin, M. V., & Small, H. (1983). Citation data as science indicators.Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL quarterly, 29(2), 261-297. https://doi.org/10.2307/3587625Hasan, A. S. (2000). Learners` perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153. https://doi.org/10.1080/07908310008666595Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta. Journal of Educational Statistics, 13(1), 75-78. https://doi.org/10.2307/1164953Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Academic press.Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj, 327(7414), 557-560. https://doi.org/10.1136/bmj.327.7414.557Higgins, M. D., Green, R. J., & Leeson, M. S. (2011). Optical wireless for intravehicle communications: A channel viability analysis. IEEE Transactions on Vehicular Technology, 61(1), 123-129. https://doi.org/10.1109/TVT.2011.2176764Huedo-Medina, T. B., Sánchez-Meca, J., Marín-Martínez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I² index?. Psychological methods, 11(2), 193. https://doi.org/10.1037/1082-989X.11.2.193*Jerotijević-Tišma, D. (2016). Improving listening comprehension skills relying on metacognitive strategies-focus on vocabulary and specific l2 instruction. Zbornik Instituta za pedagoska istrazivanja, 48(2), 301-320. https://doi.org/10.2298/ZIPI1602301J*Khonamri, F., & Ahmadi, F. (2015). THE EFFECT OF METACOGNITIVE STRATEGY TRAINING AND RAISING EFL LEARNERS’METACOGNITIVE KNOWLEDGE ON LISTENING PERFORMANCE. Indonesian Journal of Applied Linguistics, 5(1), 19-28. https://doi.org/10.17509/ijal.v5i1.827Kintsch, W., & Walter Kintsch, C. B. E. M. A. F. R. S. (1998). Comprehension: A paradigm for cognition. Cambridge university press. https://doi.org/10.1016/S0378-2166(99)00090-9Kiany, G. R., & Shiramiry, E. (2002). The Effect of Frequent Dictation on the Listening Comprehension Ability of Elementary EFL Learners. TESL Canada Journal, 20(1), 57-63. https://doi.org/10.18806/tesl.v20i1.938Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.*Lye, S. E. & Goh, L. H. (2017). Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners. Language & Translation, 5(4), 172-180.*Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632Marshakova, I. V. (1973). Bibliographic coupling system based on references. Nauchno-Tekhnicheskaya Informatsiya Seriya, Ser, 2(6), 3-8.Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA: Dominie Press.Mohammadian, A., Khoshsima, H., & Dehghani, N. (2016). The effect of metacognitive strategy instruction on Iranian intermediate EFL learners‟ metacognitive awareness in listening. Journal of Applied Linguistics and Language Research, 3(6), 305-318. https://doi.org/10.24200/mjll.vol7iss1pp8-17Morley, J. (1984). Listening and Language Learning in ESL: Developing Self-Study Activities for Listening Comprehension Practice. Language in Education: Theory and Practice, No. 59. Harcourt Brace Jovanovich International, Orlando, FL 32887.Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. A guide for the teaching of second language listening, 132-150.*Nosratinia, M., Ghavidel, S., & Zaker, A. (2015). Teaching Metacognitive Strategies through Anderson’s Model: Does It Affect EFL Learners’ Listening Comprehension?. Theory and Practice in Language Studies, 5(6), 1233-1243. https://doi.org/10.17507/tpls.0506.16Osada, N. (2001). What Strategy Do Less Proficient Learners Employ in Listening Comprehension?: A Reappraisal of Bottom-Up and Top-Down Processing. Journal of Pan-Pacific Association of Applied Linguistics, 5(1), 73-90.Oz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Procedia-Social and Behavioral Sciences, 232, 655-667. https://doi.org/10.1016/j.sbspro.2016.10.090Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan.O`Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G. L. O. R. I. A., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL quarterly, 19(3), 557-584. https://doi.org/10.2307/3586278O`Malley, J. M., O`Malley, M. J., Chamot, A. U., & O`Malley, J. M. (1990). Learning strategies in second language acquisition. Cambridge university press. https://doi.org/10.2307/415153Osada, N. (2001). What Strategy Do Less Proficient Learners Employ in Listening Comprehension?: A Reappraisal of Bottom-Up and Top-Down Processing. Journal of Pan-Pacific Association of Applied Linguistics, 5(1), 73-90.*Pei, T., & Suwanthep, J. (2019). Effects of web-based metacognitive listening on Chinese university EFL learners` listening comprehension and metacognitive awareness. Indonesian Journal of Applied Linguistics, 9(2), 480-492. https://doi.org/10.17509/ijal.v9i2.20246Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of thinking and cognitive instruction, 1, 15-51.Price, D. D. S. (1976). A general theory of bibliometric and other cumulative advantage processes. Journal of the American society for Information science, 27(5), 292-306. https://doi.org/10.1002/asi.4630270505Rahimi, M., & Katal, M. (2013). The impact of metacognitive instruction on EFL learners’ listening comprehension and oral language proficiency. Journal of Teaching Language Skills, 32(2), 69-90. https://doi.org/10.22099/JTLS.2013.1555Rahimirad, M., & Shams, M. R. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176. https://doi.org/10.1080/10904018.2014.902315Rahimirad, M., & Moini, M. R. (2015). The challenges of listening to academic lectures for EAP learners and the impact of metacognition on academic lecture listening comprehension. Sage Open, 5(2), 1-9. https://doi.org/10.1177/2158244015590609Rasouli, M., Mollakhan, K., & Karbalaei, A. (2013). The effect of metacognitive listening strategy training on listening comprehension in Iranian EFL context. European Online Journal of Natural and Social Sciences, 2(1), 115.Richards, J. C., & Richards, J. C. (1990). The language teaching matrix. Cambridge University Press. https://doi.org/10.1017/CBO9780511667152.002Rost, M. (2002). Listening tasks and language acquisition. In JALT 2002 at Shizuoka Conference Proceedings. Retrieved September, 25 , 2012.Rosenthal, R. (1991). Effect sizes: Pearson`s correlation, its display via the BESD, and alternative indices. https://doi.org/10.1037/0003-066X.46.10.1086Rost, M. (2005). L2 Listening. In Handbook of research in second language teaching and learning, 527-552. Routledge.Rost, M. (2013). Teaching and researching: Listening. Routledge.Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological bulletin, 86(3), 638. https://doi.org/10.1037/0033-2909.86.3.638Rosenthal, R. (1986). Meta-Analytic Procedures for Social Science Research Sage Publications: Beverly Hills, 1984, 148 pp. Educational Researcher, 15(8), 18-20. https://doi.org/10.3102/0013189X015008018Schulze, R. (2004). Meta-analysis: A comparison of approaches. Hogrefe Publishing.Selamat, S., & Sidhu, G. K. (2013). Enhancing listening comprehension: The role of metacognitive strategy instruction (MetSI). Procedia-Social and Behavioral Sciences, 90, 421-430. https://doi.org/10.1016/j.sbspro.2013.07.111Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111. https://doi.org/10.1017/S026719050100006X*Sastry, M. M., & Joy, A. S. (2018). The Impact of Metacognitive Listening Instruction on the Performance of Engineering Undergraduate Students in IELTS. language, 2, 2.Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50. https://doi.org/10.1017/S0261444814000263*Taguchi, K. (2017). Metacognitive listening strategy instruction for EFL learners. The Bulletin of the Institute of Human Sciences, Toyo University, 19, 63-83.*Taheri, P., & Hedayat Zade, M. (2018). The Contribution of Metacognitive Strategies to EFL Learners` Listening Comprehension Task Types. Teaching English Language, 12(2), 169-198. https://doi.org/10.22132/TEL.2018.82864Tabeei, S., Tabrizi, A. R., & Ahmadi, G. (2013). The effect of metacognitive strategies instruction on listening comprehension of Iranian EFL learners: Focusing on gender. International Journal of Language Learning and Applied Linguistics World, 4(4), 13-29.*Tanewong, S. (2019). Metacognitive pedagogical sequence for less-proficient Thai EFL listeners: A comparative investigation. RELC Journal, 50(1), 86-103. https://doi.org/10.1177/0033688218754942Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension?. Foreign Language Annals, 29(3), 331-342. https://doi.org/10.1111/j.1944-9720.1996.tb01246.xVeenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14. https://doi.org/10.1007/s11409-006-6893-0Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53(3), 463-496. https://doi.org/10.1111/1467-9922.00232Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual review of applied linguistics, 24, 3. https://doi.org/10.1017/S0267190504000017Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.xVandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191. https://doi.org/10.1017/S0261444807004338Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.xVandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.1016/j.system.2012.10.004Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53(3), 463-496. https://doi.org/10.1111/1467-9922.00232Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency?. The modern language journal, 90(1), 6-18. https://doi.org/10.1111/j.1540-4781.2006.00381.xWampler, K. S. (1982). Bringing the review of literature into the age of quantification: Meta-analysis as a strategy for integrating research findings in family studies. Journal of Marriage and the Family, 1009-1023. https://doi.org/10.2307/351460Wenden, A. L. (1998). Metacognitive knowledge and language learning1. Applied linguistics, 19(4), 515-537. https://doi.org/10.1093/applin/19.4.515Yang, C. (2009). A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting. International Education Studies, 2(4), 134-1139. https://doi.org/10.5539/ies.v2n4p134Yeldham, M., & Gruba, P. (2014). Toward an instructional approach to developing interactive second language listening. Language Teaching Research, 18, 33–53. https://doi.org/10.1177/1362168813505395Zarrabi, F. (2016). The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types. English Language Teaching, 9(5), 154-165. https://doi.org/10.5539/elt.v9n5p154Zoler, A. C. (2010). Effects of Listening Strategies Instruction on Listening Comprehension, Oral Proficiency, and Metacognition on Second Language Learners. 描述 博士
國立政治大學
教育學系
107152517資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107152517 資料類型 thesis dc.contributor.advisor 吳政達<br>郭昭佑 zh_TW dc.contributor.advisor Wu, Cheng-Ta<br>Kuo, Chao-Yu en_US dc.contributor.author (Authors) 楊燦 zh_TW dc.contributor.author (Authors) Yang, Can en_US dc.creator (作者) 楊燦 zh_TW dc.creator (作者) Yang, Can en_US dc.date (日期) 2021 en_US dc.date.accessioned 1-Apr-2021 11:26:47 (UTC+8) - dc.date.available 1-Apr-2021 11:26:47 (UTC+8) - dc.date.issued (上傳時間) 1-Apr-2021 11:26:47 (UTC+8) - dc.identifier (Other Identifiers) G0107152517 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/134454 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 107152517 zh_TW dc.description.abstract (摘要) 近年來，元認知成為心理學研究的熱點之一，並在深刻地影響著第二語言教育領域。聽力元認知策略教學的研究文獻日益增添，並展現出了不同的研究結果。為了整合這些相關的研究成果和發現，本研究主要瞭解不同背景的學生在元認知策略教學的指導下是否在元認知意識和聽力理解方面有差異為目的，借由探討，分析變項，希望厘清各個變項之間的關係。本研究對SCOPUS, WOS 以及EBSCO三個資料庫進行了全面的搜索。最終納入了30個研究樣本進行分析，並探究了5個調節變項。研究結果發現，聽力元認知策略教學對學生元認知意識和聽力理解有顯著影響。 聽力元認知策略教學對元意識水準影響合併後的總效果量為0.476，屬於中等效果量；對元認知意識五大因素的整體分析結果顯示，元認知策略教學對學生的計畫與評估意識，問題解決意識和定向注意意識有顯著影響。對聽力理解影響的總體效果為0.952，屬於高強度效果。 影響其有效性的變數包括教學環境，學生的語言熟練程度以及介入時間的長短。 聽力元認知策略教學對第二語言聽力意識的影響可能是複雜的，雖然存在理論聯繫，但元認知策略教學對元認知意識發展的影響仍不確定，還需要進一步的研究。最後，本研究對未來聽力元認知策略教學提供了研究建議。 zh_TW dc.description.abstract (摘要) Metacognition has become one of the hot topics in psychology and has exerted a profound influence on the field of second language education in recent years. The research literature of Metacognitive strategy instruction (MSI) is increasing and different research results are presented. In order to integrate these relevant research results and findings, this study aims to explore whether students with different backgrounds have differences in metacognitive awareness and listening comprehension under the guidance of MSI in listening by discussing and analyzing the variations. Hoping to clarify the relationships among various variables.The SCOPUS, WOS and EBSCO databases were searched in the study. 30 research samples were included for analysis, and 5 moderator variables were explored. The results show that the MSI has a significant effect on students` metacognitive awareness and listening comprehension. The combined effect of MSI on metacognitive level was 0.476, which was a medium effect. Meanwhile, the results also showed MSI has a significant impact on learners` awareness of planning and evaluation, problem solving and directed attention. The overall effect on listening comprehension was 0.952, which was a high-intensity effect. Variables that affect its effectiveness include the teaching environment, students` language proficiency, and the length of the intervention. The influence of MSI on the listening awareness of the second language may be complex. Although there are theoretical connections, the influence of MSI on the development of metacognitive awareness is still uncertain and needs further research.In the conclusion, the study provides suggestions for the future study of MSI. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究的目的與問題 4第三節 名詞解釋 5第四節 研究範圍與限制 9第二章 文獻探討 11第一節 聽力元認知策略之內容 11第二節 聽力元認知策略教學之框架與介入方式 14第三節 聽力元認知策略教學對元認知意識和聽力理解影響之探討 23第四節 聽力元認知策略教學效果之相關調節因素探討 34第三章 研究設計與實施 40第一節 研究架構 40第二節 研究方法與流程 41第三節 研究假設 48第四節 文獻收集與篩選 49第五節 研究樣本基本資料分析 50第六節 效果量之分析 57第四章 研究結果與討論 64第一節 聽力元認知策略教學對元認知意識影響之後設分析 64第二節 聽力元認知策略教學對聽力理解影響之後設分析 76第三節 綜合討論 84第五章 結論與建議 87第一節 研究結論 87第二節 研究建議 91參考文獻 93壹、中文部分 93貳、英文部分 93附錄 105附錄1 105附錄2 106附錄3 111 zh_TW dc.format.extent 2362492 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107152517 en_US dc.subject (關鍵詞) 聽力元認知教學策略 zh_TW dc.subject (關鍵詞) 元認知 zh_TW dc.subject (關鍵詞) 元認知意識 zh_TW dc.subject (關鍵詞) 聽力理解 zh_TW dc.subject (關鍵詞) 後設分析 zh_TW dc.subject (關鍵詞) metacognitive strategy instruction en_US dc.subject (關鍵詞) metacognitive en_US dc.subject (關鍵詞) metacognitive awareness en_US dc.subject (關鍵詞) listening comprehension en_US dc.subject (關鍵詞) meta-analysis en_US dc.title (題名) 聽力元認知策略教學對元認知意識和聽力理解影響之後設分析 zh_TW dc.title (題名) Meta-analysis of the influence of metacognitive strategy instruction on metacognitive awareness and listening comprehension en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 林資荃（2014）。統合分析(Meta-analysis)簡介。RegMed，48，6-17。李茂能（2015）。傳統整合分析理論與實務：ESS & EXCEL。台灣五南圖書出版股份有限公司。文秋芳、王立非（2004）。影響外語學習策略系統運行的各種因素評述。外語與外語教學，9，28-32。王丹、翟俊霞、牟振雲、宗紅俠、趙曉東、王學義、顧平（2009）。Meta分析中的異質性及其處理方法。中國循證醫學雜誌，9(10)，1115-1118。謝進昌（2010）。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。教育研究學報，4(2)，133-156。https://doi.org/10.7029/JES.201010.0133Anderson, N. J. (2002). The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest.Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL quarterly, 34(4), 777-786. https://doi.org/10.2307/3587791* Al-Jahwari, M., Al-Mekhlafi, A. M., Al-Barwani, T., & Abdulraheim, A. (2019). The Effect of Metacognitive Listening Strategy Instruction on Omani Grade 11 EFL Learners’ Listening Comprehension and their Metacognitive Listening Awareness. International Journal of Learning, Teaching and Educational Research, 18(9),256-275. https://doi.org/10.26803/ijlter.18.9.14Bernhardt, S. (1997). Self-efficacy and second language learning. The NCLRC Language Resource, 1(5).Borenstein, M. (2005). Software for publication bias. Publication bias in meta-analysis: Prevention, assessment and adjustments, 193-220. https://doi.org/ 10.1002/0470870168Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 1088-1101.Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. ISRN Education, 2012. https://doi.org/10.5402/2012/734085Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161. https://doi.org/ 10.1080/10904018.2013.861303Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. John Wiley & Sons.Bozorgian, H., & Padiav, B. (2015). The Role of Metacognitive Instruction through Pedagogical Cycle on Metacognitive Awareness of EFL Learners: Gender Difference Focus. Journal of Modern Research in English Language Studies, 2(2), 99-117.*Bozorgian, H., & Alamdari, E. F. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL: The Journal of EUROCALL, 30(1), 131. https://doi.org/ 10.1017/S0958344016000240Brown, A. L. (1978). Knowing when, where, and how to remember; a problem of metacognition. Advances in instructional psychology, 1.Carr, M., Kurtz, B. E., Schneider, W., Turner, L. A., & Borkowski, J. G. (1989). Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development. Developmental Psychology, 25(5), 765. https://doi.org/10.1037/0012-1649.25.5.765Cao, Z., & Lin, Y. (2020). A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students. English Language Teaching, 13(4), 127-139. https://doi.org/10.5539/elt.v13n4p127Chamot, A. U., & O`malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. New York: Addison-Wesley Publishing Company. https://doi.org/10.2307/3587323Chen, C. C., & Tseng, D. S. (2017). “I give up and stop listening”: Fostering metacognitive listening strategy awareness in the English classrooms in Taiwan. Advances in Social Sciences Research Journal, 4(11). https://doi.org/10.14738/assrj.411.3268*Cho, Y. A. (2017). Metacognitive Strategy Instruction in L2 Listening Development for EFL College Students. 영어영문학연구, 43(3), 185-205. https://doi.org/10.21559/aellk.2017.43.3.009Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Online Submission, 4(1), 35-50. https://doi.org/10.1080/10904018.2014.902315Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155. https://doi.org/10.1037/0033-2909.112.1.155Cochran, W. G. (1954). The combination of estimates from different experiments. Biometrics, 10(1), 101-129. https://doi.org/10.2307/3001666Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176. https://doi.org/10.1177/1362168809103446Cross, J. (2011). Metacognitive instruction for helping less-skilled listeners. ELT journal, 65(4), 408-416. https://doi.org/10.1093/elt/ccq073Davis, J., Mengersen, K., Bennett, S., & Mazerolle, L. (2014). Viewing systematic reviews and meta-analysis in social research through different lenses. SpringerPlus, 3(1), 511. https://doi.org/10.1186/2193-1801-3-511Dousti, H., & Abolfathiasl, H. (2013). The effect of metacognitive listening strategy Training on EFL learners’ listening sub-skills performance. International Journal of Applied Linguistics and English Literature, 2(4), 50-55. https://doi.org/10.17509/ijal.v5i1.827Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455-463. https://doi.org/10.1111/j.0006-341X.2000.00455.xFlowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Ernst Klett Sprachen.Fiani, A., Suherdi, D., & Musthofa, B. (2019). The Impact of Metacognitive Instruction on EFL Students’ Listening Comprehension and Metacognitive Awareness in Lubuk Linggau. In UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press. https://doi.org/10.2991/eltlt-18.2019.28*Fathi, J., & Hamidizadeh, R. (2019). The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners. International Journal of Instruction, 12(2), 17-32. https://doi.org/10.29333/iji.2019.1222aFahim, M., & Fakhri Alamdari, E. (2014). Maximizing learners’ metacognitive awareness in listening through metacognitive instruction: An empirical study. International Journal of Research Studies in Education, 3(3), 79-91. https://doi.org/10.5861/ijrse.2014.762Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence. https://doi.org/10.26858/jds.v6i3.8537Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906Gavaghan, D. J., Moore, R. A., & McQuay, H. J. (2000). An evaluation of homogeneity tests in meta-analyses in pain using simulations of individual patient data. Pain, 85(3), 415-424. https://doi.org/10.1016/S0304-3959(99)00302-4Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8. https://doi.org/10.3102/0013189X005010003Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal, 51(4), 361-369. https://doi.org/10.1093/elt/51.4.361Goh, C. C. (2000). A cognitive perspective on language learners` listening comprehension problems. System, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT journal, 60(3), 222-232. https://doi.org/10.1093/elt/ccl002Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC journal, 39(2), 188-213. https://doi.org/10.1177/0033688208092184Goh, C. C. M. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. English language teaching materials: Theory and practice, 179-206.Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language awareness, 23(3), 255-274. https://doi.org/10.1080/09658416.2013.769558Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28(1), 64-69. https://doi.org/10.1080/09571730385200221Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Springer. https://doi.org/10.1016/j.system.2016.05.010Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower‐intermediate learners of French. Language learning, 58(4), 747-783. https://doi.org/10.1111/j.1467-9922.2008.00478.xGarfield, E., Malin, M. V., & Small, H. (1983). Citation data as science indicators.Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL quarterly, 29(2), 261-297. https://doi.org/10.2307/3587625Hasan, A. S. (2000). Learners` perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153. https://doi.org/10.1080/07908310008666595Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta. Journal of Educational Statistics, 13(1), 75-78. https://doi.org/10.2307/1164953Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Academic press.Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj, 327(7414), 557-560. https://doi.org/10.1136/bmj.327.7414.557Higgins, M. D., Green, R. J., & Leeson, M. S. (2011). Optical wireless for intravehicle communications: A channel viability analysis. IEEE Transactions on Vehicular Technology, 61(1), 123-129. https://doi.org/10.1109/TVT.2011.2176764Huedo-Medina, T. B., Sánchez-Meca, J., Marín-Martínez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I² index?. Psychological methods, 11(2), 193. https://doi.org/10.1037/1082-989X.11.2.193*Jerotijević-Tišma, D. (2016). Improving listening comprehension skills relying on metacognitive strategies-focus on vocabulary and specific l2 instruction. Zbornik Instituta za pedagoska istrazivanja, 48(2), 301-320. https://doi.org/10.2298/ZIPI1602301J*Khonamri, F., & Ahmadi, F. (2015). THE EFFECT OF METACOGNITIVE STRATEGY TRAINING AND RAISING EFL LEARNERS’METACOGNITIVE KNOWLEDGE ON LISTENING PERFORMANCE. Indonesian Journal of Applied Linguistics, 5(1), 19-28. https://doi.org/10.17509/ijal.v5i1.827Kintsch, W., & Walter Kintsch, C. B. E. M. A. F. R. S. (1998). Comprehension: A paradigm for cognition. Cambridge university press. https://doi.org/10.1016/S0378-2166(99)00090-9Kiany, G. R., & Shiramiry, E. (2002). The Effect of Frequent Dictation on the Listening Comprehension Ability of Elementary EFL Learners. TESL Canada Journal, 20(1), 57-63. https://doi.org/10.18806/tesl.v20i1.938Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.*Lye, S. E. & Goh, L. H. (2017). Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners. Language & Translation, 5(4), 172-180.*Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632Marshakova, I. V. (1973). Bibliographic coupling system based on references. Nauchno-Tekhnicheskaya Informatsiya Seriya, Ser, 2(6), 3-8.Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA: Dominie Press.Mohammadian, A., Khoshsima, H., & Dehghani, N. (2016). The effect of metacognitive strategy instruction on Iranian intermediate EFL learners‟ metacognitive awareness in listening. Journal of Applied Linguistics and Language Research, 3(6), 305-318. https://doi.org/10.24200/mjll.vol7iss1pp8-17Morley, J. (1984). Listening and Language Learning in ESL: Developing Self-Study Activities for Listening Comprehension Practice. Language in Education: Theory and Practice, No. 59. Harcourt Brace Jovanovich International, Orlando, FL 32887.Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. A guide for the teaching of second language listening, 132-150.*Nosratinia, M., Ghavidel, S., & Zaker, A. (2015). Teaching Metacognitive Strategies through Anderson’s Model: Does It Affect EFL Learners’ Listening Comprehension?. Theory and Practice in Language Studies, 5(6), 1233-1243. https://doi.org/10.17507/tpls.0506.16Osada, N. (2001). What Strategy Do Less Proficient Learners Employ in Listening Comprehension?: A Reappraisal of Bottom-Up and Top-Down Processing. Journal of Pan-Pacific Association of Applied Linguistics, 5(1), 73-90.Oz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Procedia-Social and Behavioral Sciences, 232, 655-667. https://doi.org/10.1016/j.sbspro.2016.10.090Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan.O`Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G. L. O. R. I. A., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL quarterly, 19(3), 557-584. https://doi.org/10.2307/3586278O`Malley, J. M., O`Malley, M. J., Chamot, A. U., & O`Malley, J. M. (1990). Learning strategies in second language acquisition. Cambridge university press. https://doi.org/10.2307/415153Osada, N. (2001). What Strategy Do Less Proficient Learners Employ in Listening Comprehension?: A Reappraisal of Bottom-Up and Top-Down Processing. Journal of Pan-Pacific Association of Applied Linguistics, 5(1), 73-90.*Pei, T., & Suwanthep, J. (2019). Effects of web-based metacognitive listening on Chinese university EFL learners` listening comprehension and metacognitive awareness. Indonesian Journal of Applied Linguistics, 9(2), 480-492. https://doi.org/10.17509/ijal.v9i2.20246Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of thinking and cognitive instruction, 1, 15-51.Price, D. D. S. (1976). A general theory of bibliometric and other cumulative advantage processes. Journal of the American society for Information science, 27(5), 292-306. https://doi.org/10.1002/asi.4630270505Rahimi, M., & Katal, M. (2013). The impact of metacognitive instruction on EFL learners’ listening comprehension and oral language proficiency. Journal of Teaching Language Skills, 32(2), 69-90. https://doi.org/10.22099/JTLS.2013.1555Rahimirad, M., & Shams, M. R. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176. https://doi.org/10.1080/10904018.2014.902315Rahimirad, M., & Moini, M. R. (2015). The challenges of listening to academic lectures for EAP learners and the impact of metacognition on academic lecture listening comprehension. Sage Open, 5(2), 1-9. https://doi.org/10.1177/2158244015590609Rasouli, M., Mollakhan, K., & Karbalaei, A. (2013). The effect of metacognitive listening strategy training on listening comprehension in Iranian EFL context. European Online Journal of Natural and Social Sciences, 2(1), 115.Richards, J. C., & Richards, J. C. (1990). The language teaching matrix. Cambridge University Press. https://doi.org/10.1017/CBO9780511667152.002Rost, M. (2002). Listening tasks and language acquisition. In JALT 2002 at Shizuoka Conference Proceedings. Retrieved September, 25 , 2012.Rosenthal, R. (1991). Effect sizes: Pearson`s correlation, its display via the BESD, and alternative indices. https://doi.org/10.1037/0003-066X.46.10.1086Rost, M. (2005). L2 Listening. In Handbook of research in second language teaching and learning, 527-552. Routledge.Rost, M. (2013). Teaching and researching: Listening. Routledge.Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological bulletin, 86(3), 638. https://doi.org/10.1037/0033-2909.86.3.638Rosenthal, R. (1986). Meta-Analytic Procedures for Social Science Research Sage Publications: Beverly Hills, 1984, 148 pp. Educational Researcher, 15(8), 18-20. https://doi.org/10.3102/0013189X015008018Schulze, R. (2004). Meta-analysis: A comparison of approaches. Hogrefe Publishing.Selamat, S., & Sidhu, G. K. (2013). Enhancing listening comprehension: The role of metacognitive strategy instruction (MetSI). Procedia-Social and Behavioral Sciences, 90, 421-430. https://doi.org/10.1016/j.sbspro.2013.07.111Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90-111. https://doi.org/10.1017/S026719050100006X*Sastry, M. M., & Joy, A. S. (2018). The Impact of Metacognitive Listening Instruction on the Performance of Engineering Undergraduate Students in IELTS. language, 2, 2.Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50. https://doi.org/10.1017/S0261444814000263*Taguchi, K. (2017). Metacognitive listening strategy instruction for EFL learners. The Bulletin of the Institute of Human Sciences, Toyo University, 19, 63-83.*Taheri, P., & Hedayat Zade, M. (2018). The Contribution of Metacognitive Strategies to EFL Learners` Listening Comprehension Task Types. Teaching English Language, 12(2), 169-198. https://doi.org/10.22132/TEL.2018.82864Tabeei, S., Tabrizi, A. R., & Ahmadi, G. (2013). The effect of metacognitive strategies instruction on listening comprehension of Iranian EFL learners: Focusing on gender. International Journal of Language Learning and Applied Linguistics World, 4(4), 13-29.*Tanewong, S. (2019). Metacognitive pedagogical sequence for less-proficient Thai EFL listeners: A comparative investigation. RELC Journal, 50(1), 86-103. https://doi.org/10.1177/0033688218754942Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension?. Foreign Language Annals, 29(3), 331-342. https://doi.org/10.1111/j.1944-9720.1996.tb01246.xVeenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14. https://doi.org/10.1007/s11409-006-6893-0Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53(3), 463-496. https://doi.org/10.1111/1467-9922.00232Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual review of applied linguistics, 24, 3. https://doi.org/10.1017/S0267190504000017Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.xVandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191. https://doi.org/10.1017/S0261444807004338Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.xVandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.1016/j.system.2012.10.004Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53(3), 463-496. https://doi.org/10.1111/1467-9922.00232Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency?. The modern language journal, 90(1), 6-18. https://doi.org/10.1111/j.1540-4781.2006.00381.xWampler, K. S. (1982). Bringing the review of literature into the age of quantification: Meta-analysis as a strategy for integrating research findings in family studies. Journal of Marriage and the Family, 1009-1023. https://doi.org/10.2307/351460Wenden, A. L. (1998). Metacognitive knowledge and language learning1. Applied linguistics, 19(4), 515-537. https://doi.org/10.1093/applin/19.4.515Yang, C. (2009). A Study of Metacognitive Strategies Employed by English Listeners in an EFL Setting. International Education Studies, 2(4), 134-1139. https://doi.org/10.5539/ies.v2n4p134Yeldham, M., & Gruba, P. (2014). Toward an instructional approach to developing interactive second language listening. Language Teaching Research, 18, 33–53. https://doi.org/10.1177/1362168813505395Zarrabi, F. (2016). The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types. English Language Teaching, 9(5), 154-165. https://doi.org/10.5539/elt.v9n5p154Zoler, A. C. (2010). Effects of Listening Strategies Instruction on Listening Comprehension, Oral Proficiency, and Metacognition on Second Language Learners. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202100407 en_US
