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| Title: | 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 |
| Authors: | 邱雅榆
Chiu, Ya-Yu |
| Contributors: | 許麗媛
Hsu, Li-Yuan
邱雅榆
Chiu, Ya-Yu |
| Keywords: | 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 |
| Date: | 2025 |
| Issue Date: | 2025-02-04 16:14:50 (UTC+8) |
| Abstract: | 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. |
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| Description: | 碩士
國立政治大學
英國語文學系
111551010 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111551010 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
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