Openly accessible

"To be or not to be" metacognitive: learning EFL strategically

Liyanage, Indika, Bartlett, Brendan, Birch, Gary and Tao, Thomas 2012, "To be or not to be" metacognitive: learning EFL strategically, Electronic journal of foreign language teaching, vol. 9, no. 1, pp. 5-25.

Attached Files
Name Description MIMEType Size Downloads
liyanage-tobeornot-2012.pdf Published version application/pdf 573.49KB 15

Title "To be or not to be" metacognitive: learning EFL strategically
Author(s) Liyanage, IndikaORCID iD for Liyanage, Indika orcid.org/0000-0001-6459-4977
Bartlett, Brendan
Birch, Gary
Tao, Thomas
Journal name Electronic journal of foreign language teaching
Volume number 9
Issue number 1
Start page 5
End page 25
Total pages 21
Publisher National University of Singapore
Place of publication Singapore
Publication date 2012-06
ISSN 0219-9874
Summary The present study is an off-shoot of a larger project, in which a significant statistical relationship was observed between learner variables of a large sample (n=1440) of Chinese Learners of English as a Foreign Language and their reported use of Language Learning Strategies. In this article, we report the use of a combination of metacognitive strategies, namely selective attention, organisational planning and self-management in two different learning contexts (in-class and out-of-class) as an investigation of the perceived usefulness of this combination in these contexts. An analysis of the listening and speaking tasks that students face both in and outside the classroom revealed considerable variation, notably with more use of the metacognitive strategies reported for speaking and listening when both were undertaken out-of-class. In addition, variation was reported along gender lines. These outcomes are elaborated with implications for the teaching and learning of speaking and listening of English in China.
Language eng
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
2004 Linguistics
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, Centre for Language Studies
Free to Read? Yes
Use Rights Creative Commons Attribution non-commercial licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070974

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 2 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 102 Abstract Views, 16 File Downloads  -  Detailed Statistics
Created: Tue, 17 Mar 2015, 12:47:46 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.