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題名 透過聽力日誌提高後設認知意識: 兩位臺灣小學英語為外語學生之研究
Developing Metacognitive Awareness through Listening Journals: A Study on Two Taiwanese Elementary School EFL Students
作者 邱雅榆
Chiu, Ya-Yu
貢獻者 許麗媛
Hsu, Li-Yuan
邱雅榆
Chiu, Ya-Yu
關鍵詞 後設認知策略
聽力日誌
國小學習者
metacognitive instruction
metacognitive listening strategies
listening journals
elementary school EFL learners
日期 2025
上傳時間 4-Feb-2025 16:14:50 (UTC+8)
摘要 後設認知策略已被廣泛運用在英語教學領域。然而，鮮少研究使用聽力日誌幫助臺灣國小學生提升後設認知能力。因此，本研究針對兩名英語程度不同之國小學生，進行為期十週之後設認知策略及聽力日記相關課程，欲探討使用聽力日誌對提升臺灣國小學生後設認知意識及策略使用之有效性。此外，本研究亦探討學生對此教學方式的看法。研究資料來源包括：前測分數以及於實驗初期、中期與結束時進行的個別訪談。 本研究結果顯示，使用聽力日誌有助於提高學生在英語聽力練習中運用後設認知策略的頻率。學生在使用預測、監控學習、評估及反思學習過程等後設認知技巧方面的進步尤為顯著。此外，高程度學習者與低程度學習者在後設認知能力的提升上表現出差異性。最後，根據研究結果，研究者提出了運用聽力日誌進行後設認知教學及設計課程的相關建議，以供小學英語教學參考。
Metacognitive instruction has been widely advocated in the field of English language teaching. However, few studies have incorporated listening journals into the teaching of metacognitive strategies for young learners. This study focused on two fourth-grade elementary students with differing levels of English proficiency. Their development of the use of metacognitive strategies were investigated before and after a 10-week private instruction on metacognitive strategies that incorporated listening journals. Additionally, their perceptions of the instructional approach were examined. Data were collected from three sources: pre-test scores and individual interviews conducted at the beginning, middle, and end of the experiment. The present study demonstrated the positive effects of using listening journals to enhance young learners’ use of metacognitive strategies. Students’ improvements were observed in the use of strategies such as predicting, inferring, and evaluating. Additionally, the study found differences in the degree of improvement in metacognitive strategy use between high- and low-proficiency learners. Based on the experimental results, the researcher provided suggestions for incorporating listening journals into young learners’ English teaching to promote metacognitive learning and offered recommendations for tutoring sections design in future studies.
參考文獻 Aglina, E. F., Rohmatillah, R., & Nur, S. (2020). The Correlation between Students’ Metacognitive Awareness and Their Anxiety in Writing Performance. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 63–74. https://doi.org/10.24042/ee-jtbi.v13i1.6594 Boumová, V. (2008). Traditional vs. Modern Teaching Methods: Advantages and Disadvantages of Each. https://is.muni.cz/th/jr7sr/MgrDiplomkaBoumova. Brown, A. L., & Kane, M. J. (1988). Preschool children can learn to transfer: learning to learn and learning fromexample. Cognitive Psychology, 20, 493–523. Chen, C.W.-Y.(2016). Listening Diary in the Digital age: Students’ Material Selection, Listening Problems, and Perceived Usefulness. JALTCALL Journal, 12(2), 83–101. Chen, C.W.-Y.(2019). Guided listening with listening journals and curated materials: a metacognitive approach. Innovation in Language Learning and Teaching, 13(2), 133-146. https://doi.org/10.1080/17501229.2017.1381104 Christine, C. M. (2002). Exploring listening comprehension tactics and their interaction pattern. System, 30, 185-206. Cross, J. (2010). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 65(4), 408–416. https://doi.org/10.1093/elt/ccq073 Cubilo, J. (2014). L. Vandergrift and C. C. M. Goh. 2012: Teaching and Learning Second Language Listening: Metacognition in Action. Applied Linguistics, 35(2), 224–226. https://doi.org/10.1093/applin/amu002 Efklides, A. (2001). Metacognitive Experiences in Problem Solving: Metacognition, Motivation, and Self-Regulation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and Prospects in Motivation Research, 297-323. https://doi.org/10.1007/0-306-47676-2 Flavell, John H. (1979). “Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.” American Psychologist, 34(10): 906–11. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906 Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107–119. https://doi.org/10.1017/s0261444816000306 Goh, C. (2006). Metacognitive instruction in listening for Young Learners. ELT Journal, 60(3), 222–232. https://doi.org/10.1093/elt/ccl002 Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development:Theory, Practice and Research Implications. Regional Language Centre Journal, 39(2), 188-213. Hauck, M. (2005). Metacognitive knowledge, metacognitive strategies and CALL. In J. Egbert and G. Petrie (eds.), CALL research perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 65–86. Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. In Routledge eBooks. https://doi.org/10.4324/9781351049146 Jones, J. S., Milton, F., Mostazir, M., & Adlam, A. (2019). The academic outcomes of working memory and metacognitive strategy training in children: A double‐blind randomized controlled trial. Developmental Science, 23(4). https://doi.org/10.1111/desc.12870 Marantika, J. E. (2021). Metacognitive ability and autonomous learning strategy in improving learning outcomes. Journal of Education and Learning (EduLearn), 15(1), 88–96. https://doi.org/10.11591/edulearn.v15i1.17392 Moser, A., & Korstjens, I. (2017). Series: Practical guidance to qualitative research. part 1: Introduction. European Journal of General Practice, 23(1), 271–273. doi:10.1080/13814788.2017.1375093 O’ Malley, J. M. & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle Saraff, S., Pal, R., Tripathi, M., Biswal, R. K., & Saxena, A. S. (2020). Impact of Metacognitive Strategies on Self-Regulated Learning and Intrinsic Motivation. Journal of Psychosocial Research, 15(1), 35–46. https://doi.org/10.32381/jpr.2020.15.01.3 Schmidt, A. (2016). Listening journals for extensive and intensive listening practice. English Teaching Forum, 54(2), 2–11. http://files.eric.ed.gov/fulltext/EJ1104020.pdf Teng, M. F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit.12181 Vandergrift, L., Goh, C. C. M., 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.x Vandergrift, L. (2007). Recent Developments in Second and Foreign Language Listening Comprehension Research. Language Teaching, 40, 191-210. https://doi.org/10.1017/S0261444807004338 Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge. Wenden, A. L. (1998). Metacognitive Knowledge and Language learning1. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515 Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1–10. http://files.eric.ed.gov/fulltext/EJ854832.pd
描述 碩士
國立政治大學
英國語文學系
111551010
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111551010
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 邱雅榆zh_TW
dc.contributor.author (Authors) Chiu, Ya-Yuen_US
dc.creator (作者) 邱雅榆zh_TW
dc.creator (作者) Chiu, Ya-Yuen_US
dc.date (日期) 2025en_US
dc.date.accessioned 4-Feb-2025 16:14:50 (UTC+8)-
dc.date.available 4-Feb-2025 16:14:50 (UTC+8)-
dc.date.issued (上傳時間) 4-Feb-2025 16:14:50 (UTC+8)-
dc.identifier (Other Identifiers) G0111551010en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/155520-
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) 111551010zh_TW
dc.description.abstract (摘要) 後設認知策略已被廣泛運用在英語教學領域。然而，鮮少研究使用聽力日誌幫助臺灣國小學生提升後設認知能力。因此，本研究針對兩名英語程度不同之國小學生，進行為期十週之後設認知策略及聽力日記相關課程，欲探討使用聽力日誌對提升臺灣國小學生後設認知意識及策略使用之有效性。此外，本研究亦探討學生對此教學方式的看法。研究資料來源包括：前測分數以及於實驗初期、中期與結束時進行的個別訪談。 本研究結果顯示，使用聽力日誌有助於提高學生在英語聽力練習中運用後設認知策略的頻率。學生在使用預測、監控學習、評估及反思學習過程等後設認知技巧方面的進步尤為顯著。此外，高程度學習者與低程度學習者在後設認知能力的提升上表現出差異性。最後，根據研究結果，研究者提出了運用聽力日誌進行後設認知教學及設計課程的相關建議，以供小學英語教學參考。zh_TW
dc.description.abstract (摘要) Metacognitive instruction has been widely advocated in the field of English language teaching. However, few studies have incorporated listening journals into the teaching of metacognitive strategies for young learners. This study focused on two fourth-grade elementary students with differing levels of English proficiency. Their development of the use of metacognitive strategies were investigated before and after a 10-week private instruction on metacognitive strategies that incorporated listening journals. Additionally, their perceptions of the instructional approach were examined. Data were collected from three sources: pre-test scores and individual interviews conducted at the beginning, middle, and end of the experiment. The present study demonstrated the positive effects of using listening journals to enhance young learners’ use of metacognitive strategies. Students’ improvements were observed in the use of strategies such as predicting, inferring, and evaluating. Additionally, the study found differences in the degree of improvement in metacognitive strategy use between high- and low-proficiency learners. Based on the experimental results, the researcher provided suggestions for incorporating listening journals into young learners’ English teaching to promote metacognitive learning and offered recommendations for tutoring sections design in future studies.en_US
dc.description.tableofcontents Table of Contents Acknowledgements...iv Chinese Abstract...v Abstract...vi Chapter One: Introduction...1 Background and Motivation of the Study...1 Purpose of the Study and Research Questions...4 Chapter Two: Literature Review...5 Metacognitive Learning...5 Metacognition and Listening...6 Metacognitive Listening Awareness Across Proficiency Levels...7 Studies on Using Listening Journals...8 Chapter Three: Methodology...11 Participants...11 Instruments ...13 The Listening Pre-Test... 13 Listening Materials... 14 Listening Journals.... 15 The Individual Interviews... 15 Procedure ... 19 Data Analysis ... 24 Chapter Four: Results... 26 The Results of Listening Pre-Tests ... 26 The Interview Results ... 27 Results from the First Interview: Focus on Strategy Use...27 Results from the Second Interview: Focus on Strategy Use ... 28 Results from the Third Interview: Focus on Strategy Use.... 31 The Interview Results: Changes in Students’ Metacognitive Strategy Use Before, During, and After the Experiment...33 The Interview Results: Focus on Students’ Perceptions .... 35 Chapter Five: Discussion ... 37 Differences in Using Metacognitive Strategies among Learners with Different English Proficiency Levels ... 37 Learners’ Perceptions of Developing Metacognitive Strategies through Writing Listening Journals... 39 Chapter Six: Conclusion ... 41 Summary of Research Findings...41 Limitations and Suggestions for Future Research ... 42 Pedagogical Implications... 43 References ... 45 Appendix A The Listening Pre-Test... 50 Appendix B Metacognitive Worksheet and Listening Journal... 58 Appendix C Student A’s Listening Journal of Week 1...65 Student A’s Listening Journal of Week 10...66 Appendix D Metacognitive awareness listening questionnaire (MALQ)...67 Appendix E Interview Question One...68 Appendix F Interview Question Two.... 70 Appendix G Parent Consent Form ... 71 Appendix H Informed Consent Form... 72 List of Figures and Tables Figure 3.1 Screenshots of DailyDictation’s materials...14 Figure 3.2 The overall process of the study... 23 Table 3.1 Participants’ information...13 Table 3.2 Learning objectives for each private teaching time...21 Table 4.1 Listening scores of Student A’s and B’s Pre -Tests...26zh_TW
dc.format.extent 1928556 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111551010en_US
dc.subject (關鍵詞) 後設認知策略zh_TW
dc.subject (關鍵詞) 聽力日誌zh_TW
dc.subject (關鍵詞) 國小學習者zh_TW
dc.subject (關鍵詞) metacognitive instructionen_US
dc.subject (關鍵詞) metacognitive listening strategiesen_US
dc.subject (關鍵詞) listening journalsen_US
dc.subject (關鍵詞) elementary school EFL learnersen_US
dc.title (題名) 透過聽力日誌提高後設認知意識: 兩位臺灣小學英語為外語學生之研究zh_TW
dc.title (題名) Developing Metacognitive Awareness through Listening Journals: A Study on Two Taiwanese Elementary School EFL Studentsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Aglina, E. F., Rohmatillah, R., & Nur, S. (2020). The Correlation between Students’ Metacognitive Awareness and Their Anxiety in Writing Performance. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 63–74. https://doi.org/10.24042/ee-jtbi.v13i1.6594 Boumová, V. (2008). Traditional vs. Modern Teaching Methods: Advantages and Disadvantages of Each. https://is.muni.cz/th/jr7sr/MgrDiplomkaBoumova. Brown, A. L., & Kane, M. J. (1988). Preschool children can learn to transfer: learning to learn and learning fromexample. Cognitive Psychology, 20, 493–523. Chen, C.W.-Y.(2016). Listening Diary in the Digital age: Students’ Material Selection, Listening Problems, and Perceived Usefulness. JALTCALL Journal, 12(2), 83–101. Chen, C.W.-Y.(2019). Guided listening with listening journals and curated materials: a metacognitive approach. Innovation in Language Learning and Teaching, 13(2), 133-146. https://doi.org/10.1080/17501229.2017.1381104 Christine, C. M. (2002). Exploring listening comprehension tactics and their interaction pattern. System, 30, 185-206. Cross, J. (2010). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 65(4), 408–416. https://doi.org/10.1093/elt/ccq073 Cubilo, J. (2014). L. Vandergrift and C. C. M. Goh. 2012: Teaching and Learning Second Language Listening: Metacognition in Action. Applied Linguistics, 35(2), 224–226. https://doi.org/10.1093/applin/amu002 Efklides, A. (2001). Metacognitive Experiences in Problem Solving: Metacognition, Motivation, and Self-Regulation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and Prospects in Motivation Research, 297-323. https://doi.org/10.1007/0-306-47676-2 Flavell, John H. (1979). “Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.” American Psychologist, 34(10): 906–11. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906 Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107–119. https://doi.org/10.1017/s0261444816000306 Goh, C. (2006). Metacognitive instruction in listening for Young Learners. ELT Journal, 60(3), 222–232. https://doi.org/10.1093/elt/ccl002 Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development:Theory, Practice and Research Implications. Regional Language Centre Journal, 39(2), 188-213. Hauck, M. (2005). Metacognitive knowledge, metacognitive strategies and CALL. In J. Egbert and G. Petrie (eds.), CALL research perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 65–86. Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. In Routledge eBooks. https://doi.org/10.4324/9781351049146 Jones, J. S., Milton, F., Mostazir, M., & Adlam, A. (2019). The academic outcomes of working memory and metacognitive strategy training in children: A double‐blind randomized controlled trial. Developmental Science, 23(4). https://doi.org/10.1111/desc.12870 Marantika, J. E. (2021). Metacognitive ability and autonomous learning strategy in improving learning outcomes. Journal of Education and Learning (EduLearn), 15(1), 88–96. https://doi.org/10.11591/edulearn.v15i1.17392 Moser, A., & Korstjens, I. (2017). Series: Practical guidance to qualitative research. part 1: Introduction. European Journal of General Practice, 23(1), 271–273. doi:10.1080/13814788.2017.1375093 O’ Malley, J. M. & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle Saraff, S., Pal, R., Tripathi, M., Biswal, R. K., & Saxena, A. S. (2020). Impact of Metacognitive Strategies on Self-Regulated Learning and Intrinsic Motivation. Journal of Psychosocial Research, 15(1), 35–46. https://doi.org/10.32381/jpr.2020.15.01.3 Schmidt, A. (2016). Listening journals for extensive and intensive listening practice. English Teaching Forum, 54(2), 2–11. http://files.eric.ed.gov/fulltext/EJ1104020.pdf Teng, M. F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit.12181 Vandergrift, L., Goh, C. C. M., 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.x Vandergrift, L. (2007). Recent Developments in Second and Foreign Language Listening Comprehension Research. Language Teaching, 40, 191-210. https://doi.org/10.1017/S0261444807004338 Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge. Wenden, A. L. (1998). Metacognitive Knowledge and Language learning1. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515 Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1–10. http://files.eric.ed.gov/fulltext/EJ854832.pdzh_TW