지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제32권 제1호
- 발행연도
- 2016.3
- 수록면
- 77 - 106 (30page)
- DOI
- 10.17154/kjal.2016.3.32.1.77
이용수
초록· 키워드
오류제보하기
The purposes of this quasi-experimental study were to investigate the effects of metacognitive instruction for L2 listening comprehension reinforced with peer collaboration on high-intermediate learners’ self-efficacy, attributions, and the elements that factored into the changes in the two motivational constructs (N = 95). It also examined the impact of the instruction on L2 comprehension. For the two intervention groups, metacognitive instruction was reinforced by peer collaboration. The participants were randomly divided into one of the three conditions. First, the two intervention groups engaged in an instruction reinforced by peer collaboration in a blended learning environment with a synchronous Computer-Mediated Communication (CMC) tool and the other with an asynchronous CMC. The final group a conventional listening instruction. Data sources included a self-efficacy questionnaire, an attribution scale, and reflection journals. The results indicated that metacognitive instruction strengthened by peer collaboration was effective in boosting learners’ self-efficacy for L2 listening comprehension and changing important attributions more adaptive. Learners in the intervention groups perceived peer collaboration systematically accommodated offline and online learning as the main factor behind changes. Research and pedagogical implications are discussed.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHODOLOGY
Ⅳ. RESULTS AND DISCUSSION
Ⅴ. CONCLUSIONS AND IMPLICATIONS
REFERENCES
참고문헌 (67)
참고문헌 신청
Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87(2), 157-167.
Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4), 777-786.
Alishahi, A. R., & Dolmaci, M. (2013). The Interface between self-efficacy concerning the self-Assessment on students studying English as a foreign language. Procedia-Social and Behavioral Sciences, 70, 873-881.
Bandura, A. (1986). Social foundation of thoughts and action: A second cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4), 777-786.
Alishahi, A. R., & Dolmaci, M. (2013). The Interface between self-efficacy concerning the self-Assessment on students studying English as a foreign language. Procedia-Social and Behavioral Sciences, 70, 873-881.
Bandura, A. (1986). Social foundation of thoughts and action: A second cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
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UCI(KEPA) : I410-ECN-0101-2016-701-002543665