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Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

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Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

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dc.contributor.author Chang, Ching es_ES
dc.contributor.author Chang, Chih-Kai es_ES
dc.date.accessioned 2017-05-26T07:07:02Z
dc.date.available 2017-05-26T07:07:02Z
dc.date.issued 2014-03-20
dc.identifier.uri http://hdl.handle.net/10251/81798
dc.description.abstract [EN] The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs). Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction. es_ES
dc.description.sponsorship The research reported in this paper has been supported by the Ministry of Science and Technology in Taiwan under research project numbers NSC 100-2628-S-024-001-MY3 and NSC 101-2511-S-024-007-MY2, supervised by Chih-Kai Chang.
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation MOST/NSC 100-2628-S-024-001-MY3
dc.relation MOST/NSC 101-2511-S-024-007-MY2
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Listening strategy es_ES
dc.subject Metacognitive learning es_ES
dc.subject Listening strategy instruction es_ES
dc.subject Student question generation es_ES
dc.subject Metacognitive listening training model es_ES
dc.title Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity es_ES
dc.type Artículo es_ES
dc.date.updated 2017-05-25T11:29:32Z
dc.identifier.doi 10.4995/eurocall.2014.3636
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Chang, C.; Chang, C. (2014). Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity. The EuroCALL Review. 22(1):3-19. doi:10.4995/eurocall.2014.3636. es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2014.3636 es_ES
dc.description.upvformatpinicio 3 es_ES
dc.description.upvformatpfin 19 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 22
dc.description.issue 1
dc.identifier.eissn 1695-2618
dc.contributor.funder Ministry of Science and Technology, Taiwan (MOST)


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