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題名 針對台灣高中生聽力後設認知覺察及聽力表現影響之研究
A study on Taiwanese high school EFL students` listening metacognitive awareness and its relationship with the performance on listening comprehension
作者 柯馨怡
Ko, Hsin-Yi
貢獻者 許麗媛
Hsu, Li-Yuan
柯馨怡
Ko, Hsin-Yi
關鍵詞 聽力後設認知覺察
聽力策略
聽力表現
以英語為外語
Listening metacognitive awareness
Listening strategies
Listening performance,
English as a Foreign Language (EFL)
日期 2021
上傳時間 4-Aug-2021 14:23:16 (UTC+8)
摘要 聽力在溝通中扮演重要角色，但在以英語為外語(EFL)之領域下普遍是較為忽略的能力 (Mendelsohn, 1994) 。 在台灣，學生英文聽力大多是以聽力測驗而非系統化的教學去培養而成，因此學生幾乎沒機會去檢視跟反思自己的聽力狀況。本研究旨在探究81個台灣高中 生的英文聽力後設認知覺察能力及聽力策略的使用。研究方法為量化與質化並行的混和式研究。資料蒐集方法為學生先透過大考中心聽力測驗模擬考題進行測驗，再填寫改編自Vandergrift et al. (2006) 後設認知覺察聽力中文問卷及接受個別訪談。
研究結果顯示學生普遍後設認知覺察能力較為不足，另外在後設認知問卷的五個項目中，以專注力及問題解決方面的覺察最為顯著，在事前規劃及事後評估自身聽力的能力則最缺乏。研究也發現學生的聽力後設認知覺察能力與聽力理解力呈現正相關，覺察能力越高，通常學生的聽力理解力也越好。研究者進而將學生依測驗分數分為高分與低分組，並發現在量化與質性資料中，兩組在聽力後設認知與策略使用上均有顯著的差距。最後，本研究針對教師、學生及出版者提供提升高中生英語聽力後設認知覺察能力與策略使用之相關建議。
Listening, which plays an essential role in communication, has somewhat been neglected and given less instructional time in EFL circumstances (Mendelsohn, 1994). In Taiwan, English listening skill is normally trained through listening tests rather than structured teaching. For this reason, students barely have opportunities to examine and reflect on their listening learning process. Therefore, the present study aims to investigate 81 Taiwanese high school students’ English listening metacognitive awareness and strategy use and its relationship to students’ listening performance. Data were collected from three sources: Test of English Listening Comprehension (TELC), adapted version of Vandergrift et al. (2006) Metacognitive Awareness Listening Questionnaire (MALQ), and an introspective interview.
The results of the study showed that students’ overall listening metacognitive awareness was relatively low. Furthermore, among the five categories of MALQ, while students had the highest mean score in two categories, Direct Attention, and Problem Solving, they had the lowest mean in the category of Planning and Evaluation, indicating students’ lack of training in this area. The study also revealed that there was a significantly positive correlation between students’ listening test performance and listening metacognitive awareness. Furthermore, both quantitative and qualitative results indicated that there were important differences between more proficient and less proficient listeners’ states of metacognitive awareness and their patterns of strategy use. In light of these findings, suggestions for teachers, students, and publishers to improve high school students’ listening metacognitive awareness and strategy use are provided.
參考文獻 Abd Latip, N. A., Swanto, S., & Din, W. A. (2020). Metacognitive Awareness of Listening Strategies among Science Pre-University Students. Universal Journal of Educational Research, 8(11), 5265-5270.
Aiken, L. R. (1982). Psychological testing and assessment (4th edt.). Boston: Allyn & Bacon.
Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology,52, 1–26.
Batova, N. (2013). Academic listening: Is there a place for bottom-up processing. International Journal of Education and Research, 1(4), 1-10.
Bidabadi, F. S., & Yamat, H. (2011). The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels. English Language Teaching, 4(1), 26-32.
Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75.
Bormotova, L. S. (2010). A qualitative study of metacognitive reflection: The beliefs, attitudes and reflective practices of developing professional educators. Indiana University of Pennsylvania.
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skills. International Journal of Listening, 28(3), 149-161.
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.
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 4(7), 115-141.
Chang, A. C., & Millett, S. (2016). Developing L2 listening fluency through extended listening-focused activities in an extensive listening programme. RELC Journal, 47(3), 349-362.
Chou, M. H. (2019). Predicting self-efficacy in test preparation: Gender, value,anxiety, test performance, and strategies. The Journal of Educational Research, 112(1), 61-71.
Coakley, C. G., & Wolvin, A. D. (1986). Listening in the native language. Listening, reading, and writing: Analysis and application, 11-42.
Cross, J. (2010). Utilizing dialogic recalls to determine L2 listeners’ strategy use. Innovation in Language Learning and Teaching 5, no. 1: 81-100
Cross, J. (2015). Metacognition in L2 listening: Clarifying instructional theory and practice. Tesol Quarterly, 49(4), 883-892.
Field, J. (2004). An insight into listeners` problems: Too much bottom-up or too much top-down?. System, 32(3), 363-377.
Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906.
Flowerdew, J, & Miller, L.(2005). Second language listening: Theory and practice: Cambridge University Press.
Gagné, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning. New YorkL Harper Collins College Publishers.
Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
Gilakjani, A., & Ahmadi, M. (2011). A Study of Factors Affecting EFL Learners` English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5). doi: 10.4304/jltr.2.5.977-988
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369.
Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications. Regional Language Centre Journal, 39(2), 188 - 213.
Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115.
Gu, P. Y., Hu, G., & Zhang, L. J. (2009). Listening strategies of Singaporean primary pupils. Language learning in new English contexts: Studies of acquisition and development, 55-74.
Hashempour, M., Ghonsooly, B., & Ghanizadeh, A. (2015). A study of translation students` self-regulation and metacognitive awareness in association with their gender and educational level. International Journal of Comparative Literature and Translation Studies, 3(3), 60-69.
Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131.
Imhof, M., & Janusik, L. A. (2006). Development and validation of the Imhof-Janusik Listening Concepts Inventory to measure listening conceptualization differences between cultures. Journal of Intercultural Communication Research, 35(2), 79-98.
Jinhong, B. (2011). Exploring students` use of metacognitive strategies in listening comprehension of the TEM-4: A study of English majors at a Chinese college (Unpublished master’s thesis). Kristianstad University, Kristianstad, Sweden.
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Li, W.L. (2009). An action research of metacognitive strategy instruction in English listening. M.A. Thesis. Tamkang University, New Taipei City, Taiwan.
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描述 碩士
國立政治大學
英國語文學系
106551015
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106551015
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 柯馨怡zh_TW
dc.contributor.author (Authors) Ko, Hsin-Yien_US
dc.creator (作者) 柯馨怡zh_TW
dc.creator (作者) Ko, Hsin-Yien_US
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 14:23:16 (UTC+8)-
dc.date.available 4-Aug-2021 14:23:16 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 14:23:16 (UTC+8)-
dc.identifier (Other Identifiers) G0106551015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136263-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 106551015zh_TW
dc.description.abstract (摘要) 聽力在溝通中扮演重要角色，但在以英語為外語(EFL)之領域下普遍是較為忽略的能力 (Mendelsohn, 1994) 。 在台灣，學生英文聽力大多是以聽力測驗而非系統化的教學去培養而成，因此學生幾乎沒機會去檢視跟反思自己的聽力狀況。本研究旨在探究81個台灣高中 生的英文聽力後設認知覺察能力及聽力策略的使用。研究方法為量化與質化並行的混和式研究。資料蒐集方法為學生先透過大考中心聽力測驗模擬考題進行測驗，再填寫改編自Vandergrift et al. (2006) 後設認知覺察聽力中文問卷及接受個別訪談。
研究結果顯示學生普遍後設認知覺察能力較為不足，另外在後設認知問卷的五個項目中，以專注力及問題解決方面的覺察最為顯著，在事前規劃及事後評估自身聽力的能力則最缺乏。研究也發現學生的聽力後設認知覺察能力與聽力理解力呈現正相關，覺察能力越高，通常學生的聽力理解力也越好。研究者進而將學生依測驗分數分為高分與低分組，並發現在量化與質性資料中，兩組在聽力後設認知與策略使用上均有顯著的差距。最後，本研究針對教師、學生及出版者提供提升高中生英語聽力後設認知覺察能力與策略使用之相關建議。		zh_TW
dc.description.abstract (摘要) Listening, which plays an essential role in communication, has somewhat been neglected and given less instructional time in EFL circumstances (Mendelsohn, 1994). In Taiwan, English listening skill is normally trained through listening tests rather than structured teaching. For this reason, students barely have opportunities to examine and reflect on their listening learning process. Therefore, the present study aims to investigate 81 Taiwanese high school students’ English listening metacognitive awareness and strategy use and its relationship to students’ listening performance. Data were collected from three sources: Test of English Listening Comprehension (TELC), adapted version of Vandergrift et al. (2006) Metacognitive Awareness Listening Questionnaire (MALQ), and an introspective interview.
The results of the study showed that students’ overall listening metacognitive awareness was relatively low. Furthermore, among the five categories of MALQ, while students had the highest mean score in two categories, Direct Attention, and Problem Solving, they had the lowest mean in the category of Planning and Evaluation, indicating students’ lack of training in this area. The study also revealed that there was a significantly positive correlation between students’ listening test performance and listening metacognitive awareness. Furthermore, both quantitative and qualitative results indicated that there were important differences between more proficient and less proficient listeners’ states of metacognitive awareness and their patterns of strategy use. In light of these findings, suggestions for teachers, students, and publishers to improve high school students’ listening metacognitive awareness and strategy use are provided.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iv
CHINESE ABSTRACT xi
ABSTRACT xiii
CHAPTER ONE: INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study 3
CHAPTER TWO: LITERATURE REVIEW 5
Listening Comprehension 5
Process of Listening Comprehension 6
Factors That Influence Listening Comprehension 8
Metacognitive Awareness 10
Metacognitive Framework for L2 Listening 11
Empirical Research on Metacognitive Awareness and L2 Listening 13
Metacognitive Awareness Listening Questionnaire (MALQ) 14
Relationship between Metacognitive Strategy Uses and Learner Factors 15
Relationship between Metacognitive Awareness and Different Learning Factors 16
MALQ as A Measurement for Strategy Instruction 19
Students’ Use of Listening Cognitive and Metacognitive Strategies under Test-taking Condition 21
CHAPTER THREE: METHODOLOGY 25
Participants 25
Data Sources 26
Metacognitive Awareness Listening Questionnaire (MALQ) 26
Test of English Listening Comprehension (TELC) 29
The Introspective Interviews 31
Procedure 32
Data Analysis 34
CHAPTER FOUR: RESULTS 37
Quantitative Results 37
Research Question 1. What is the state of Taiwanese high school students’ English listening metacognitive awareness and strategy as measured by MALQ? 37
Research Question 2. Is there a relationship between senior high school students’ level of English listening metacognitive awareness and their listening performance? 41
Research Question 3 Do students with different listening proficiency show any differences in their level of English listening metacognitive awareness? Specifically, are there any differences between students from the more proficient and less proficient groups in terms of the five categories of metacognitive awareness (i.e. directed attention, mental translation, person knowledge, planning and evaluation, and problem solving)? (directed attention, mental translation, person knowledge, planning and evaluation, and problem solving) 42
Qualitative Results 48
CHAPTER FIVE: DISCUSSION 61
Students’ Overall Metacognitive Knowledge and Strategy Use under English Listening Test Context 61
The Relationship between Proficiency Levels and Metacognitive Awareness under English Listening Test Context 65
CHAPTER SIX: CONCLUSION 71
Summary of Research Findings 71
Limitations and Suggestions for Future Research 72
Pedagogical Implication 74
REFERENCES 77
APPENDIX A The Chinese Version of MALQ 85
APPENDIX B Interview Questions 89
APPENDIX C Parent Consent Form 91		zh_TW
dc.format.extent 1668744 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106551015en_US
dc.subject (關鍵詞) 聽力後設認知覺察zh_TW
dc.subject (關鍵詞) 聽力策略zh_TW
dc.subject (關鍵詞) 聽力表現zh_TW
dc.subject (關鍵詞) 以英語為外語zh_TW
dc.subject (關鍵詞) Listening metacognitive awarenessen_US
dc.subject (關鍵詞) Listening strategiesen_US
dc.subject (關鍵詞) Listening performance,en_US
dc.subject (關鍵詞) English as a Foreign Language (EFL)en_US
dc.title (題名) 針對台灣高中生聽力後設認知覺察及聽力表現影響之研究zh_TW
dc.title (題名) A study on Taiwanese high school EFL students` listening metacognitive awareness and its relationship with the performance on listening comprehensionen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Abd Latip, N. A., Swanto, S., & Din, W. A. (2020). Metacognitive Awareness of Listening Strategies among Science Pre-University Students. Universal Journal of Educational Research, 8(11), 5265-5270.
Aiken, L. R. (1982). Psychological testing and assessment (4th edt.). Boston: Allyn & Bacon.
Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology,52, 1–26.
Batova, N. (2013). Academic listening: Is there a place for bottom-up processing. International Journal of Education and Research, 1(4), 1-10.
Bidabadi, F. S., & Yamat, H. (2011). The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels. English Language Teaching, 4(1), 26-32.
Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75.
Bormotova, L. S. (2010). A qualitative study of metacognitive reflection: The beliefs, attitudes and reflective practices of developing professional educators. Indiana University of Pennsylvania.
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skills. International Journal of Listening, 28(3), 149-161.
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.
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 4(7), 115-141.
Chang, A. C., & Millett, S. (2016). Developing L2 listening fluency through extended listening-focused activities in an extensive listening programme. RELC Journal, 47(3), 349-362.
Chou, M. H. (2019). Predicting self-efficacy in test preparation: Gender, value,anxiety, test performance, and strategies. The Journal of Educational Research, 112(1), 61-71.
Coakley, C. G., & Wolvin, A. D. (1986). Listening in the native language. Listening, reading, and writing: Analysis and application, 11-42.
Cross, J. (2010). Utilizing dialogic recalls to determine L2 listeners’ strategy use. Innovation in Language Learning and Teaching 5, no. 1: 81-100
Cross, J. (2015). Metacognition in L2 listening: Clarifying instructional theory and practice. Tesol Quarterly, 49(4), 883-892.
Field, J. (2004). An insight into listeners` problems: Too much bottom-up or too much top-down?. System, 32(3), 363-377.
Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906.
Flowerdew, J, & Miller, L.(2005). Second language listening: Theory and practice: Cambridge University Press.
Gagné, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning. New YorkL Harper Collins College Publishers.
Garrison, D. R., & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
Gilakjani, A., & Ahmadi, M. (2011). A Study of Factors Affecting EFL Learners` English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5). doi: 10.4304/jltr.2.5.977-988
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369.
Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications. Regional Language Centre Journal, 39(2), 188 - 213.
Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274.
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dc.identifier.doi (DOI) 10.6814/NCCU202100934en_US