Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness of Listening and Speaking Strategies

By Donglan Zhang, Christine Goh. 2006

170 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/58c6a598e5e76dc12ea925f17cd0c63706b15de9

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Recent developments in second and foreign language listening comprehension research (2007, background): “Questionnaires can also encourage listeners to apply strategies they consider to be useful (Zhang & Goh 2006).”
Metacognitive strategies awareness and success in learning English as a foreign language: an overview (2012, background): “…knowledge and language learning especially learner strategies has acknowledged a mutual influence in terms of second language learning (Zhang & Goh, 2006) and highlights the fact that metacognitive knowledge should be incorporated in learner training programs to make their learning…”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “Research that examined L2 learners’ introspection of their learning has shown that learners possess explicit and implicit metacognitive knowledge about the listening process and themselves as L2 listeners (Cross, 2010; Goh, 1997; Graham, 2006; Vandergrift, 2003a; Zhang & Goh, 2006).”
Exploring Students’ Perceptions of ESL Writing (2011, background): “Zhang and Goh (2006) indicated that the first set of strategies refers to the conscious actions taken by the second language learners to develop the process of learning while the second one refers to those strategies being used to improve the use of the target language.”
Metacognitive Instruction for Second Language Listening Development (2008, methodology): “Vandergrift (2005) found a positive correlation between metacognitive knowledge and motivation to learn to listen, while Zhang and Goh (2006) reported that learners’ strategy knowledge has a positive correlation with learners’ perceived strategy use.”