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Metacognitive Strategy Instruction and Mobile-Based Exercises for Adolescent EFL Listeners in Taiwan

結合後設認知策略與行動科技的聽力教學對臺灣青少年學習英語聽力的影響

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Abstract

Effectiveness studies regarding mobile integration in teaching and learning L2 listening have shown positive results in listening comprehension and in listening strategy development. The present study furthered this line of research by investigating whether metacognitive strategy instruction and mobile-based exercises could improve adolescent EFL learners’ listening abilities and metacognitive awareness. The study recruited three intact classes of 12th graders in a high school in Taiwan to participate in an English listening program for 10 weeks. The participants had a low English proficiency level but were proficient with their smartphones. Each of the three classes had 30 students and was randomly assigned to the metacognitive and mobile experimental group (mobile), the metacognitive experimental group (non-mobile), and the control group. During the 10-week treatment period, both experimental groups of mobile and non-mobile received intensive metacognitive strategy instruction in class, and the mobile group received mobile-based exercises after classes for extra listening practices. The control group received neither. All three groups took a listening proficiency test and completed the metacognitive awareness listening questionnaire before and after the listening program. Some selected students from both experimental groups were interviewed after the program ended. The results did not reveal significant effects of the metacognitive strategy instruction and the mobile-based exercises between the two experimental groups. When compared with the control group, the mobile group yielded a significant effect in listening comprehension and both experimental groups excelled significantly in metacognitive awareness. From their interviews, our adolescent EFL learners approved the listening program focusing on metacognitive strategies and praised the convenience of mobile-based exercises.

行動科技對第二語言的聽力學習不管是理解或是策略兩方面都已有正向結果。本研究旨在接續此項研究,繼續探討結合後設認知策略與行動科技的聽力教學,是否能夠增進臺灣青少年聽力的學習及後設認知的知覺。研究的對象是臺灣某公立高中職的高三學生三班,學生們的英語能力頗低但是使用手機的能力很強。這三班每班皆為卅人,隨機將這三班分為三組,分別是:後設認知策略及手機組(行動組)、後設認知策略(非行動組)、及控制組。在十週的聽力課程中,兩組實驗組都在課堂中接受後設認知策略的聽力教學,而行動組另外在課後從手機接受額外的聽力練習。控制組則兩者皆無。三組在實驗前、後都進行聽力測驗以及聽力的後設認知知覺問卷測驗。兩組實驗組的部分學生在實驗結束後接受訪談。研究結果顯示,兩組實驗組在後設認知聽力教學及行動科技輔助練習上,沒有顯著差異。在與控制組的比較方面,行動組在聽力測驗的成就上優於控制組,兩個實驗組則在後設認知知覺上高於控制組的表現。而在訪談的結果中,學生們肯定後設認知策略的聽力教學,同時也對手機上聽力練習的便利性讚賞不已。

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Authors and Affiliations

  1. National Taiwan Normal University, Taipei, Taiwan

    Yu-hsuan Hung & Chih-cheng Lin

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  1. Yu-hsuan Hung
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  2. Chih-cheng Lin
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Correspondence to Chih-cheng Lin.

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Appendix

Appendix

Table 4 Sample lesson and titles of all lessons
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Table 5 Procedure of metacognitive strategy instruction
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Table 6 Questions for the semi-structured interviews
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Hung, Yh., Lin, Cc. Metacognitive Strategy Instruction and Mobile-Based Exercises for Adolescent EFL Listeners in Taiwan. English Teaching & Learning 47, 241–262 (2023). https://doi.org/10.1007/s42321-022-00112-x

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