Metacognitive Instruction in Listening for Young Learners.

By Christine Goh, Y. Taib.. 2006

394 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2f1f413c1cc568b4959705f7c3dddec22c9eb5b8

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Listening in the Language Classroom (2009, background): “A case study by Goh and Taib (2006) noted that even young learners (ten Singaporean pupils of 11 and 12) recognised the benefits.”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “…as knowledge about one’s own learning and use of strategies can be influenced by factors such as sociocultural practice (Cross, 2011b), age (Goh & Taib, 2006), motivation (Vandergrift, 2005), exposure to process-based instruction (Vandergrift & Tafaghodtari, 2010), nature of peer…”
Recent developments in second and foreign language listening comprehension research (2007, methodology): “Interviews and listening diaries can provide insights into the ways in which listeners deal with strategy training (e.g. Chen 2005) or their perceptions of a new experience, such as the usefulness of a new advance organizer, a new strategy or a new approach to listening (e.g. Goh & Taib 2006).”
Listening and Human Communication in the 21st Century (2011, background): “1999, 2002, 2003); and strategy instruction session (Carrier, 2003; Goh and Taib, 2006).”
Metacognitive Instruction for Second Language Listening Development (2008, background): “…to date show that language learners demonstrate some degree of metacognitive knowledge about themselves as L2 listeners and the listening process (Goh 1997; Graham 2006; Sinanu, Palupi, Anggraeni and Hastuti 2007) and this is true also of young learners (Goh and Yusnita 2006; Vandergrift 2002).”
Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016, background): “Introduction Research shows that metacognition plays an important role in English learning (e.g., Goh & Taib, 2006; Larkin, 2009; hang, Aryadoust, & Zhang, 2014).”
Self-efficacy and academic listening (2011, background): “In a different setting, with young school learners of English in Singapore, Goh and Taib (2006) report that strategy instruction that involved learners in reflecting on and discussing strategy use led not just to improved listening and strategic knowledge, but also to greater reported confidence in…”
Strategy-based instruction: A learner-focused approach to developing learner autonomy (2013, background): “The experimental group’s accomplishment in writing in both the post-test and the delayed test is in tune with the results of studies on SBI, such as those by Butler (1997), Goh and Taib (2006), Gu (2007), and Rubin and McCoy (2008).”
The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. (2010, background): “Anahtar kelimeler: dinleme, bilişötesi strateji eğitimi, yabancı dil olarak İngilizce.”
Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, background): “Reflection was also a feature of a small-scale study of primary school ESL learners (Goh & Taib, 2006) that reported some success.”