Exploring the relationship between metacognitive awareness and Chinese EFL learners’ listening skills

Fu, Ying; Wang, Min; Min, Shangchao; Zhou, Songbo; Pan, Xunyi

doi:10.3389/fpsyg.2023.1148610

Cited by 4 publications

(2 citation statements)

References 63 publications

(158 reference statements)

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“…Metacognition is both the basis and the result of the development of the intellectual and creative potential of the individual, including the younger student (Fleur, et al, 2021). Psychological, neurophysiological, and social characteristics of younger schoolchildren provide significant advantages for starting to learn a foreign language, since at this age children absorb linguistic features indirectly, through the development of a system of thinking skills (Gutierrez de Blume et al, 2023;Fu et al, 2023;Sengul et al, 2022). Moreover, the effectiveness in this case is very conditional, since the effectiveness of the development of metacognitive skills in a particular case can be revealed by a formalized assessment.…”

Section: Discussionmentioning

confidence: 99%

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

Balgabayeva,

Karataeva,

Karabulatova

et al. 2024

rupkatha

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The article reflects on the results of the digital literacy study in the structure of the meta-cognitive component of the intellectual and creative potential of younger schoolchildren in foreign language lessons. The team of authors substantiates the relevance of approaches to understanding digital literacy as an element of meta-cognitive skills and its increasing role in the development of language education in modern conditions of electronic information society. The scientific and analytical baggage of scientific and pedagogical research of Kazakhstani and foreign authors made it possible to identify the features of universality and meta-subjectivity inherent in the psychological and pedagogical phenomenon of digital literacy. Hypothesis: self-mastery of a foreign language in the modern information and communication space acquires the features of meta-subjects under the influence of digital literacy of students. The revealed similarity of skills and knowledge of speech-thinking activity and digital literacy as metacognitive categories and aspects of meta-knowledge form the intellectual and creative potential of a student’s personality. The results of the study prove that digital literacy as an element of the meta-cognitive component of the intellectual and creative potential of students has an intensifying effect on the development of speech-thinking skills in younger schoolchildren. The results obtained are based on experimental data confirming that the integration of techniques, methods, and means for the development of digital literacy acts as an intensifier of speech-thinking processes, increasing the effectiveness of teaching a foreign language in primary school. Among the defiantly difficult is the task set by the author’s team: to create a universal psychological and pedagogical algorithm to improve the meta-cognitive component of the intellectual and creative potential of a younger student with the actualization of the methodology of digital literacy in the humanities of the language cycle (state languages, literature, foreign languages, social studies, history, etc.). The training sample consisted of data obtained in the course of ascertaining and modeling experiments from real texts written by schoolchildren. Each text was checked and marked up by two experts in accordance with the levels of psychological, pedagogical, and subject competencies, which made it possible to determine the dynamics of digital literacy of younger schoolchildren in the structure of metacognitive activity of students learning foreign languages, which makes it possible to verify it as the core of the intellectual and creative potential of the student. The authors believe that the digital literacy of a modern student is a “soft power” of a new type of linguodidactics since it allows reformatting the speech and behavioral value matrix of the younger generation under the influence of the translation of priority standards of behavior in a particular ethnic society. Digital literacy is an unconditional way to expand the possibilities of developing an individual system of metacognition, determining the significant potential of its integration with the content of the foreign language teaching program in elementary grades.

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Section: Discussionmentioning

confidence: 99%

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

Balgabayeva,

Karataeva,

Karabulatova

et al. 2024

rupkatha

View full text Add to dashboard Cite

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“…Learners who are metacognitively aware are able to design more strategic independent learning. Apart from that, it can also predict students' performance more accurately and excel further than students who are not aware of (Fu et al, 2023). Students with good metacognitive awareness will use their study time efficiently, narrow their focus to certain areas, and maximize their readiness to learn (Martirosov & Moser, 2021).…”

Section: Introductionmentioning

confidence: 99%

Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning

Leasa,

Batlolona,

Jamaludin

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The results of previous studies show that biological science learning for elementary school students is in the sufficient category. This is because teachers do not familiarize students with being trained in high-level thinking in the form of life skills, namely metacognitive awareness. Therefore, effective strategies are needed to increase students' metacognitive awareness. One model that can increase students' metacognitive awareness is the problem-based learning (PBL) model with the homogeneity psychocognition (HPC) strategy. The aim of the research is to analyze differences in elementary school students' metacognitive awareness in learning biological science using the PBL model, PBL with HPC strategies, and conventional models. This research used a quasi experiment with a pretest-posttest nonequivalent control group design. The number of samples participating in the research was 155 students where sampling was carried out randomly. The instrument used was the metacognitive awareness inventory which was adapted from the Junior Metacognitive Inventory (Jr. MAI) by Sperling et al (2002). The inventory consists of 18 questions with 9 items each on the aspects of knowledge of cognition and regulation of cognition. The research results found that there were significant differences in metacognitive awareness in the PBL learning model, PBL with HPC strategies compared to conventional learning. This research recommends that teachers can optimize PBL, as well as PBL with HPC strategies in increasing students' metacognitive awareness.

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Validating a scale to measure self-regulated learning strategies for independent listening beyond the EFL classroom

Yabukoshi

2024

Research Methods in Applied Linguistics

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Exploring the relationship between metacognitive awareness and Chinese EFL learners’ listening skills

Cited by 4 publications

References 63 publications

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning

Validating a scale to measure self-regulated learning strategies for independent listening beyond the EFL classroom

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