The Effect Of Metacognitive Strategy Instruction On Efl Jordanian Undergraduates’ Academic Listening

Simple item page
dc.contributor.authorKhatatbeh Mohanad Adnan Mohammad
dc.date.accessioned2022-04-13T06:38:10Z
dc.date.available2022-04-13T06:38:10Z
dc.date.issued2020-11
dc.description.abstractListening has been recognised as an essential tool for communication in academic settings. Successful academic listening, in turn, has been found to be correlated with successful use of listening metacognitive strategies. Nevertheless, many Foreign Language (FL) students were reported to command only a limited repertoire of listening metacognitive strategies. Due to this misapprehension, FL students have been reported to 1) gain low scores in their academic listening comprehension performance (ALCP); 2) experience high levels of academic listening anxiety (ALA); and 3) command low levels of metacognitive awareness in academic listening (MAAL). Therefore, this study investigated the viability of metacognitive strategy instruction (MSI) in 1) decreasing students’ ALA; 2) increasing students’ MAAL; and thus 3) enhancing students’ ALCP. Specifically, an MSI intervention programme targeted 34 Jordanian EFL undergraduates, all of whom were female students registered in an intact group of academic listening course at a Jordanian state university.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/15116
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectEffect Of Metacognitive Strategy Instructionen_US
dc.subjectJordanian Undergraduates’ Academic Listeningen_US
dc.titleThe Effect Of Metacognitive Strategy Instruction On Efl Jordanian Undergraduates’ Academic Listeningen_US
dc.typeThesisen_US
Files
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Pusat Pengajian Bahasa, Literasi dan Terjemahan - Tesis