The Effects of Metacognitive in Listening Strategy Use on English Listening Comprehension of Remote Junior High School Students in Central Taiwan

• Main Authors: Hung, Nai-Ya, 洪乃雅
• Other Authors: Chao, Yu-Gi
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/w727bz

碩士 === 國立彰化師範大學 === 英語學系 === 106 === The purpose of the study was to investigate the effects of metacognitive strategy instruction on English listening comprehension of remote junior high school students in central Taiwan as well as to find out the remote junior high school students’ use of metacognitive strategies while taking listening tests. This study also try to discover the remote junior high school students’ attitudes to the metacognitive listening strategy instruction. The subjects were 18 students at Tong Ming (a pseudonym) Junior High School in a remote area in central Taiwan. The instrumentation was composed of GEPT Kids, the Metacognitive Listening Strategy Questionnaire and the Strategy Instruction Questionnaire. The quantitative data were analyzed by SPSS Version 19 for the descriptive statistics and paired-sample t-test. And the qualitative data from the Strategy Instruction Questionnaire were analyzed by classification and grouping. There were three findings of the study as follows. Firstly, the results showed the improvement on listening comprehension of EFL remote junior high school students after the strategy instruction. Secondly, the results revealed that remote junior high school students used problem solving strategy most, followed by directed attention strategy, then the selective attention strategy. The least used strategy was the advanced organization. Thirdly, most of the remote junior high school students indicated the metacognitive strategy instruction enhanced their confidence on the listening tasks in textbooks and/or other listening materials. At the end of the study, a number of pedagogical implications of the study were suggested. The limitations of the study were pointed out. The suggestions for further study were provided as well. Key words: listening comprehension, EFL listening instruction, metacognitive strategy、 remote junior high school