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An Experimental Study on Application of Metacognitive Strategy Training in Web-based Self-access Listening

Author: LiuWeiLi
Tutor: SunCuiLan
School: Shandong University
Course: English Language and Literature
Keywords: Metacognitive strategies Metacognitive strategy training Self - learning ability Strategic Competence
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 221
Quote: 0
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Abstract

As we all know, has undergone enormous changes in recent years, the field of English language teaching. Many changes, the most notable is the single traditional teacher-centered teaching mode shift to student-centered, self-learning mode. With the deepening of reform of teaching various universities take full advantage of the multimedia and network technology, and gradually establish a network of independent learning center based multimedia teaching and heard. Personalized teaching mode undoubtedly are huge challenges for teachers and students. Teacher, the most critical to foster students 'ability to learn, so that students can actively autonomous learning, to promote students' listening and speaking abilities and other abilities comprehensive and rapid increase. Students as soon as possible to adapt to this new mode of teaching, consciously self-learning. Learning strategies of learning and training, especially metacognitive strategy training on student learning autonomy of culture is particularly important. Metacognitive strategies for research in this area in recent years confined to use various language skills of listening, speaking, reading and writing, metacognitive strategy training on the network self-learning context less and less research metacognitive strategy training on experimental research in the learning network independent hearing numbered. The author of this article, select metacognitive strategy training in college English listening network independent study in experimental research \understand the use of training before metacognitive strategies, metacognitive strategies training listening comprehension test scores promoting and promotion of students' self-learning ability. Throughout the course of the study are summarized as follows: First, in October 2008, taken from the 2008 freshmen 93 people to do the hearing metacognitive learning strategies questionnaire \thoroughly investigated, 84 were valid questionnaires, the response rate was 90.3%. In the same week, hearing tests for all students participating in a survey done before a training papers for December 2007 CET-4 of the listening comprehension section. The data from the questionnaire and pre-test was analyzed by statistical software SPSS17.0. The analysis showed that non-English major freshmen in terms of the use of metacognitive strategies in college English autonomous learning ability is relatively weak, the frequency of use of the strategy and self-learning ability is moderate. Since then, the 93 subjects in accordance with the natural classes were divided into experimental classes and control classes of experimental classes in the day-to-day teaching metacognitive strategy training for 16 weeks, while the control class, all in accordance with the normal syllabus. Assumptions based training of metacognitive strategies to improve students' self-learning ability and hearing test results, the whole thesis of the research questions are as follows: First, entering the school, the use of non-English major freshmen metacognitive strategies? Second, the use of metacognitive strategies for boys and girls, what is the difference? If there is, what is the difference? Third, what is the difference between arts and science students in the use of metacognitive strategies? If there is, the difference is? four metacognitive strategies After the training, the low to the high school students of different levels effect how? metacognitive strategy training, what method is the most effective way to promote self-learning ability of college English? paid to the participants again after 16 weeks with two training before the same questionnaire and understand the subject of part of the CET-4 hearing in June 2006 to do post-test. Again statistically the software SPSS17.0 Analysis of data collected, the end result is, the metacognitive strategies after the training the students hearing test scores and self-learning capability has been improved to varying degrees. At the same time, the randomly selected six students were interviewed after the test, before and after their training differences in achievement, strategy use and self-learning ability. The entire quantitative and qualitative analysis of the results shows some of the features of non-English major freshmen metacognitive strategies before and after training. First, the freshmen, regardless of their awareness metacognitive strategies or not, more or less consciously or unconsciously use in listening to them. Secondly, the boys and girls on the little difference in the overall strategy, the middle frequency of use. Metacognitive strategies of the three sub-strategies, planning, management, evaluation, and male and female students in the use of the frequencies are very close. Again, the arts and science students in the use of metacognitive strategies on a lot of difference (liberal arts mean 3.64, science mean 3.29). Liberal arts students in terms of the overall strategy of the frequency of use or the frequency of use of the three sub-strategies than science students. Furthermore, the training of metacognitive strategies produce different effects on different levels of students. In order to verify this hypothesis, the post-test questionnaire of the experimental class students with sociology statistical software SPSS all questionnaire items mean comparison, the results show that the strategy frequency of use of the high school students, an increase of 12.6%, the frequency of use of the medium Score Group Policy a 14.4% increase in low-grouping strategy frequency of use increased 16.8% To further demonstrate the rationality of the results, the authors carried out the post-test scores of the students of the experimental class one-way ANOVA, post-test scores of the purpose is to compare the level of packet to effect of metacognitive strategy training in listening comprehension scores reflected. The analysis results show that the high packet and middle score group mean difference; nor too large in the group and low group mean difference. High group and low group mean difference. Can be seen in the training effect, high school students, the income is smaller, followed by an intermediate score group, low-grouped students benefit most. Then draw some inspiration metacognitive strategy training factors training time to consider the language level of optional learning English early, especially but choose beginner or basic level difference as a training object. Finally, metacognitive strategies, the most effective promoting factors of college English autonomous learning ability is planned, followed by evaluation, again, is to oversee the conclusion, through this study expect our teachers can metacognitive strategy training into the day-to-day teaching them to help students understand the important role of the use of metacognitive strategies to promote college English autonomous learning ability, and to improve students' listening comprehension and test scores.

An Experimental Study on Application of Metacognitive Strategy Training in Web-based Self-access Listening

Abstract

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