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Article: Metacognition training in the Chinese university classroom: An action research study

TitleMetacognition training in the Chinese university classroom: An action research study
Authors
KeywordsLanguage learning strategies
learner autonomy
Metacognitive knowledge
Metacognition training
English as a foreign language learning
Issue Date2005
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09650792.asp
Citation
Educational Action Research, 2005, v. 13 n. 3, p. 413-434 How to Cite?
AbstractIn the author's previous teaching English as a foreign language (TEFL) experience, he had found that Chinese university students were overdependent on teachers in EFL learning. Drawing on research on language learning strategies, he used metacognition training (MT) as a form of classroom intervention to promote learner autonomy. This article reports on an action research study of MT integrated in two TEFL courses (EFL Reading and Language Teaching Methodology) at a Chinese teachers' university. The aim of the study was to gain a better understanding of the professional context through exploring students' views towards the impact of MT on EFL learning. Both quantitative and qualitative data were collected by means of questionnaires, and the results from the study of the first course were used to introduce improvements in the second. It was found that students generally held positive views towards MT incorporated into the regular EFL curriculum. The study has also identified concerns that merit further explorations and areas of MT that need amendment, e.g. learner resistance to MT, and learning journals as a reflective learning tool.
Persistent Identifierhttp://hdl.handle.net/10722/48689
ISSN
2015 SCImago Journal Rankings: 0.478

 

DC FieldValueLanguage
dc.contributor.authorHuang, Jen_HK
dc.date.accessioned2008-05-22T04:21:28Z-
dc.date.available2008-05-22T04:21:28Z-
dc.date.issued2005en_HK
dc.identifier.citationEducational Action Research, 2005, v. 13 n. 3, p. 413-434en_HK
dc.identifier.issn0965-0792en_HK
dc.identifier.urihttp://hdl.handle.net/10722/48689-
dc.description.abstractIn the author's previous teaching English as a foreign language (TEFL) experience, he had found that Chinese university students were overdependent on teachers in EFL learning. Drawing on research on language learning strategies, he used metacognition training (MT) as a form of classroom intervention to promote learner autonomy. This article reports on an action research study of MT integrated in two TEFL courses (EFL Reading and Language Teaching Methodology) at a Chinese teachers' university. The aim of the study was to gain a better understanding of the professional context through exploring students' views towards the impact of MT on EFL learning. Both quantitative and qualitative data were collected by means of questionnaires, and the results from the study of the first course were used to introduce improvements in the second. It was found that students generally held positive views towards MT incorporated into the regular EFL curriculum. The study has also identified concerns that merit further explorations and areas of MT that need amendment, e.g. learner resistance to MT, and learning journals as a reflective learning tool.en_HK
dc.format.extent110708 bytes-
dc.format.extent105939 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/pdf-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09650792.aspen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectLanguage learning strategiesen_HK
dc.subjectlearner autonomyen_HK
dc.subjectMetacognitive knowledgeen_HK
dc.subjectMetacognition trainingen_HK
dc.subjectEnglish as a foreign language learningen_HK
dc.titleMetacognition training in the Chinese university classroom: An action research studyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0965-0792&volume=13&issue=3&spage=413&epage=434&date=2005&atitle=Metacognition+training+in+the+Chinese+university+classroom:+An+action+research+studyen_HK
dc.identifier.emailHuang, J: peterjh@hkusua.hku.hken_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1080/09650790500200289en_HK
dc.identifier.hkuros121300-

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