Abstract
This study investigated Chinese EFL learners’ (N = 1,044) current level of metacognitive knowledge in listening. Results show that Chinese undergraduates have a fairly high degree of metacognitive awareness of listening learning in aspects like person knowledge, planning, and problem solving but not in strategies like directed attention, online-appraisal and mental translation. The finding lends further evidence to what was reported by other scholars. Finally, the pedagogical implications of findings from this study are discussed.
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© 2014 Springer Science+Business Media Dordrecht
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Yajun, Z., Yi, Z. (2014). Chinese EFL Learners’ Metacognitive Knowledge in Listening: A Survey Study. In: Li, S., Jin, Q., Jiang, X., Park, J. (eds) Frontier and Future Development of Information Technology in Medicine and Education. Lecture Notes in Electrical Engineering, vol 269. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7618-0_378
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DOI: https://doi.org/10.1007/978-94-007-7618-0_378
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