Cardinal Tien Jr. College of Healthcare & Management
Paper presentation Effects of metacognitive instruction and online game-based learning on promoting EFL listening ability more
Sat, Jun 18, 10:00-10:30 Asia/Tokyo
This study attempts to investigate the effect of the blended learning mode involved in metacognitive instruction and online game-based learning on promoting EFL students' listening ability. Fifty EFL students in a five-year junior college in Taiwan are included in this teaching practices within an eight-week training. The first four weeks, students underwent a series of metacognitive strategies enhanced instruction, entailing self-regulated listening practices, listening buddies, and metacognitive strategies instruction in class. The second four weeks, students were provided with the online game-based learning platform, designed by the instructor and a group of educational-technology-major university students. The online game serves as a self-pace learning tool, containing four parts: vocabulary builder, two different vocabulary games and a listening comprehension test. Students could review the vocabulary with their own pace and fulfill the games and listening test subsequently. By implementing online games, we expect to investigate the perpetuated effect on games with metacognitive instruction on ESL ‘s listening comprehension. The result showed the significant gains from pre- to post- to delayed post tests on students' listening comprehension, indicating the series of metacognitive listening instruction had positive effect on students’ listening ability, with online games amplified the effect. Metacognitive Awareness Listening Questionnaire (MALQ), composing of five areas of metacognitive awareness: problem solving, planning and evaluation, mental translation, directed attention, and person knowledge, showed the similar effect from pre to post MALQ among these five areas. However, students delay MALQ had significant different effect in terms of “directed attention” area, pinpointing the importance of online games. Qualitatively, students’ listening reflected diary signaled the significance of the awareness of listening context and key words as well as the exposure to online game-based practices.