| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 103 === Language Learner Autonomy (LLA), a critical element bringing about better outcomes of language learning, is seldom observed and applied in real Eastern language teaching and learning context, however. Due to different cultural values and educational traditions, researchers studying Eastern LLA claimed that the infeasibility of western-oriented LLA in the exotic contexts. However, some successful cases were reported in Korea, Japan, Chinese, and Hong Kong. Consequently, there is still no conclusive agreement. This study aims to integrate meta-cognitive awareness into real Taiwan teaching and learning environment in order to develop the participants’ LLA and public speaking performance (PSP). All the participants, 11th graders from a public senior high school in central Taiwan, have passed the entrance exam of the school and received at least 4-year formal English education. Questionnaires, personal presentation performance, instructor’s journal entries, classroom observation notes, and learners’ Exit Notes are manipulated to examine experimental group’s (15 persons) and control group’s (13 persons) qualitative and quantitative changes in LLA.
The findings reveal that (1) The control group’s PSP declined, but the experimental group’s improved after the treatment; (2) the control group’s LLA generally regressed; (3) the experimental group’s LLA diminished in strategy and meta-cognitive awareness, and (4) the insufficient training time and demanding loading of cognition did not improve the experimental group’s meta-cognitive awareness.
Finally, pedagogical implications, limitations of the study, and suggestions for further research were also reported.
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