Raising Learners’ Metacognitive Awareness in Listening through Metacognitive-based Instruction: The Case of Third-Year License Students of English at Mohammed Lamine Debaghine University, Setif
| المصدر: | حوليات جامعة قالمة للعلوم الاجتماعية والإنسانية |
|---|---|
| الناشر: | جامعة 8 ماي 1945 قالمة |
| المؤلف الرئيسي: | Mekhoukh, Sohila (Author) |
| المجلد/العدد: | مج15, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2021
|
| الشهر: | ديسمبر |
| الصفحات: | 617 - 639 |
| ISSN: |
1112-7880 |
| رقم MD: | 1233847 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
EFL Listening Comprehension | Process-Based Approach | Metacognition | Metacognitive Listening Strategy Instruction | Strategy Awareness
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| LEADER | 02326nam a22002297a 4500 | ||
|---|---|---|---|
| 001 | 1982568 | ||
| 041 | |a eng | ||
| 044 | |b الجزائر | ||
| 100 | |9 659071 |a Mekhoukh, Sohila |e Author | ||
| 245 | |a Raising Learners’ Metacognitive Awareness in Listening through Metacognitive-based Instruction: |b The Case of Third-Year License Students of English at Mohammed Lamine Debaghine University, Setif | ||
| 260 | |b جامعة 8 ماي 1945 قالمة |c 2021 |g ديسمبر | ||
| 300 | |a 617 - 639 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b This paper deals with the effect of a process approach based on a metacognitive listening strategy intervention conducted with 28 upper-intermediate undergraduate third year students at the English Department, Faculty of Arts and Letters, Setif 2 University. It is a mixed-method study, which used listening pre/post-tests, a reflection survey and emotional temperature charts as the main instruments for data collection. Results show that the participants’ perceptions concerning the efficacy of the intervention in improving their listening performance are positive, and their scores in the listening post-test increased to some degree namely for poor listeners. The findings imply that the metacognitive listening strategy instruction can raise listeners’ awareness towards the processes involved in listening comprehension success, and that this type of teaching approach should be encouraged in future L2 listening classes. | ||
| 653 | |a الجامعات الجزائرية |a طلبة الجامعات |a اللغة الانجليزية |a استراتيجيات التدريس |a التعليم العالي | ||
| 692 | |b EFL Listening Comprehension |b Process-Based Approach |b Metacognition |b Metacognitive Listening Strategy Instruction |b Strategy Awareness | ||
| 773 | |4 العلوم الإنسانية ، متعددة التخصصات |6 Humanities, Multidisciplinary |c 032 |e Annals of Guelma University for Social and Human Sciences |f ḥawliyāt ğāmiՙaẗ qālmaẗ li-l-ՙulūm al-iğtimāՙiyaẗ wa al-insāniyaẗ |l 002 |m مج15, ع2 |o 2322 |s حوليات جامعة قالمة للعلوم الاجتماعية والإنسانية |v 015 |x 1112-7880 | ||
| 856 | |u 2322-015-002-032.pdf | ||
| 930 | |d n |p y |q n | ||
| 995 | |a EduSearch | ||
| 995 | |a HumanIndex | ||
| 999 | |c 1233847 |d 1233847 | ||
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