دورية أكاديمية
College Students' Metacognitive Strategy Use in an EFL Flipped Classroom
| العنوان: | College Students' Metacognitive Strategy Use in an EFL Flipped Classroom |
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| اللغة: | English |
| المؤلفون: | Shih, Hui-chia Judy, Huang, Sheng-hui Cindy |
| المصدر: | Computer Assisted Language Learning. 2020 33(7):755-784. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Learning Strategies, College Students, English (Second Language), Second Language Learning, Flipped Classroom, Video Technology, Attention Control, Self Management, Expectation, Peer Influence, Collectivism, Self Evaluation (Individuals), Foreign Countries, Language Tests, Group Discussion |
| مصطلحات جغرافية: | Taiwan |
| Assessment and Survey Identifiers: | Test of English for International Communication |
| DOI: | 10.1080/09588221.2019.1590420 |
| تدمد: | 0958-8221 |
| مستخلص: | This study examines EFL students' metacognitive strategy use in a university flipped classroom and the underlying factors of metacognitive strategy use. The participants in our study were students enrolled in an elective English course at a university in Taiwan, where they had to watch online course videos outside of class and participate in activities that required knowledge application. Students' metacognitive strategy use and factors affecting their use were elicited through written accounts, class observations, and semi-structured interviews. Findings show that factors affecting their metacognitive strategy use include students' expected learning outcome and peer learning. Students' greater control over learning in a flipped classroom context further facilitates their metacognitive strategies. Finally, possible directions for metacognitive instruction are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1276553 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0958-8221 |
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| DOI: | 10.1080/09588221.2019.1590420 |