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논문 기본 정보

자료유형
학위논문
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이진영, Lee, Jin Young (한국외국어대학교, 韓國外國語大學校 大學院)

지도교수
이충현
발행연도
2015
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한국외국어대학교 논문은 저작권에 의해 보호받습니다.

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이 논문의 연구 히스토리 (3)

2015

The Development of University Students'' L2 Listening Comprehension through Metacognitive Instruction with Peer Collaboration and Scaffolding in Blended Learning
이진영 ; Lee ,  Jin Young TESOL학과 2015.01 학위논문
The Impact of Metacognitive Instruction in Blended Learning on L2 Listeners’ Metacognitive Awareness and Comprehension
이진영 멀티미디어 언어교육 2015.01 학술저널

2012

Students’ Perspectives and the Effectiveness of Blended Learning in L2 Listening at University Level
이진영 ,  이충현 멀티미디어 언어교육 2012.01 학술저널

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The Development of University Students’ L2 Listening Comprehension through Metacognitive Instruction with Peer Collaboration and Scaffolding in Blended Learning

Research in second language (L2) listening comprehension strategy has made relatively little effort to take a reconciliatory framework between the two tenets of cognitive or psycholinguistic and socio-cultural theories in regard to L2 listening comprehension and pedagogy, despite the common ground found between the two theoretical underpinnings. Another practical concern voiced in relation to the metacognitive instruction beyond the field of L2 listening is the raised significance of creating physical environments to continue the process in and out of classroom in order for the listeners to internalize this self-regulatory process of metacognition.
Therefore, the purpose of the current study was to investigate the impact of metacognitive approach on the development of L2 listeners’ metacognitive awareness and consequent comprehension when peer collaboration and scaffolding are supplemented. In regard to methodology, 126 female students from a women’s university in Korea participated for 12 weeks. The participants were randomly assigned to one of the following groups: baseline control group (BCG), comprehension strategy group (CSG), low mediation group (LMG), and high mediation group (HMG). The two mediated groups (HMG & LMG) received the metacognitive instruction with peer collaboration and scaffolding as major parts of the learning process in a blended learning environment, whereas CSG and BCG did not. Multiple data sources were used including quantitative data of Metacognitive Awareness Listening Questionnaire (MALQ), pre- and post-listening comprehension tests, and a self-efficacy questionnaire. Qualitative data sources included verbal protocols of classroom collaborative dialogue, online chat logs and tag-lines, reflection journals, and pre- and post- interviews.
The results indicated that the development of L2 listeners’ metacognitive awareness differed at the end of the semester across groups. The two mediated groups (LMG & HMG) showed significantly higher levels of metacognitive awareness than both BCG and CSG. Moreover, listening comprehension ability and the development of three dimensions of metacognitive knowledge (person, task, and strategy) showed similar patterns, where the two mediated groups out-measured BCG and CSG. The findings of qualitative results corroborated the quantitative results. The first implication from the main findings of the study is that the metacognitive instruction for L2 listening comprehension can be reinforced by mediations of systematic peer collaboration in comprehension process and timely scaffolding. These mediations also contribute to boosting L2 listeners’ person dimension of affective factors, sharpening their sense of nature and demand of given tasks, and enabling L2 listeners to internalize problem-solving strategies.
The second implication is that environmental considerations for the implementation of the metacognitive instruction for L2 listening can provide a systematic continuum of learning experiences and ample opportunities for L2 listeners to undergo the metacognitive process in and out of classroom. This will ultimately accommodate L2 listeners with relatively less exposure to become more self-regulatory and autonomous listeners in their development of listening comprehension ability.
Finally, as the current study adopted and provided empirical evidence, it is expected that blended learning instructional systems have great potential to meet these needs of L2 listeners, using up-to-date technology of multimedia tools.
#metacognitive listening instruction #blended learning #peer collaboration #scaffolding

목차

CHAPTER I INTRODUCTION 1
1.1 Background of the Study 1
1.1.1 Overview of Research and Pedagogy in L2 Listening Comprehension Strategy 1
1.1.2 Current Issues in Research on L2 Listening Strategy and Strategy Instruction 3
1.1.3 The Significance of the Study 6
1.2 Purposes of the Study 8
1.3 Structure of the Study 9
CHAPTER II LITERATURE REVIEW 11
2.1 Metacognition for the Development of L2 Listening Comprehension 11
2.1.1 Metacognition in Two Traditions 12
2.1.1.1 Psycholinguistic Perspective 12
2.1.1.2 Socio-cultural Perspective 14
2.1.2 Metacognitive Knowledge in Language Learning 16
2.1.2.1 Person Knowledge 17
2.1.2.2 Task Knowledge 18
2.1.2.3 Strategy Knowledge 19
2.1.3 Conceptualization of Metacognitive Awareness in L2 Listening Comprehension 20
2.1.3.1 Metacognitive Awareness Listening Questionnaire (MALQ) 22
2.1.3.2 Person Knowledge in L2 Listening Comprehension 23
2.1.3.3 Task and Strategy Knowledge in L2 Listening Comprehension 31
2.1.4 Metacognitive Pedagogy to L2 Listening Comprehension 34
2.1.4.1 Metacognitive Pedagogical Procedures for L2 Listening Comprehension 36
2.1.4.2 Metacognitive Activities for L2 Listening Comprehension 41
2.1.5 Research on the Impact of Metacognitive Approach to L2 Listening Comprehension 42
2.2 Peer Collaboration as Mediation for the Development Metacognitive Awareness 46
2.2.1 Collaborative Dialogue in Neo-Vygotskyan Theory 47
2.2.2 Research on Collaborative Dialogue as Mediation for Development of L2 Listening Comprehension 49
2.3 Scaffolding as Mediation for the Development of L2 Listening Comprehension 52
2.3.1 Definitions and Types of Scaffolding 52
2.3.1.1 Hannafin’s Classification of Scaffolds 53
2.3.1.2 Scaffolded Instruction 55
2.3.2 Research on Scaffolding in L2 Listening Comprehension 56
2.4. Blended Learning for the Development of L2 Listening Comprehension 60
2.4.1 Theoretical Framework of Blended Learning 60
2.4.1.1. Conceptualization of Blended Learning in Language Teaching and Learning 61
2.4.1.2 Neumeier’s Six Dimensions of Blended Learning 62
2.4.1.3 Bonk and Graham’s Typology of Blended Learning. 63
2.4.1.4 Blended Learning Models in English Language Teaching and Learning 64
2.4.2 Research on Language Teaching and Learning in a Blended Learning Environment 68
2.4.2.1 Research on Language Skills Development in Blended Learning 69
2.4.2.2 Research on L2 Listening in Blended Learning 71
2.5 Summary of Literature Review 73
CHAPTER III DESIGN OF THE STUDY 77
3.1. Research Questions 77
3.1.1 Sub-questions for Research Question 1 78
3.1.2 Sub-questions for Research Question 2 79
3.1.3 Sub-questions for Research Question 3 80
3.1.4 Sub-questions for Research Question 4 81
3.1.5 Sub-questions for Research Question 5 81
3.2 Participants 82
3.2.1 Participants for Quantitative Research 82
3.2.2 Participants for Qualitatitve Research 84
3.3 Data Collection Instruments 86
3.3.1 The Experiment 86
3.3.1.1 Common Features Across Four Groups 87
3.3.1.2 High Mediation Group (HMG) 89
3.3.1.3 Low Mediation Group (LMG) 94
3.3.1.4 Comprehension Strategy Group (CSG) 97
3.3.1.5 Baseline Control Group (BCG) 97
3.3.2 Quantitative Data Collection Instrunments 99
3.3.2.1 Pre- and Post-tests 99
3.3.2.2 Metacognitive Awareness Listening Questionnaire (MALQ) 101
3.3.2.3 Self-efficacy Beliefs Questionnaire 102
3.3.3 Qualitative Data Collection Instruments 104
3.3.3.1 Verbal Protocols from Online and Offline Peer Collaboration 104
3.3.3.2 Reflection Journals 105
3.3.3.3 Interviews 106
3.4 Procedures 108
3.4.1 Data Collection Procedures 108
3.4.2 Summary of Instruction and Materials Procedure 110
3.5 Methods of Data Analysis 112
3.5.1. Quantitative Data Analysis 112
3.5.1.1 The Development of Metacognitive Awareness 112
3.5.1.2 The Development of Listening Comprehension 114
3.5.1.3 The Development of Person Knowledge 115
3.5.1.4 The Development of Task Knowledge 117
3.5.1.5 The Development of Strategy Knowledge 117
3.5.2 Qualitative Data Analysis 118
3.5.2.1 The Development of Person Knowledge 119
3.5.2.2 The Development of Task Knowledge 119
3.5.2.3 The Development of Strategy Knowledge 121
CHAPTER IV RESULTS OF THE STUDY 124
4.1 The Development of Metacognitive Awareness 124
4.1.1 The Development of Overall Metacognitive Awareness 124
4.1.2 The Development of Five Factors of Metacognitive Awareness 127
4.2 The Development of L2 Listening Comprehension 132
4.3 The Development of Person Knowledge 135
4.3.1 General Person Knowledge Development in MALQ 135
4.3.2 Self-efficacy Development and Task Demands 141
4.3.3 Person Knowledge Development Reflected in Journals and Interviews 148
4.4 The Development of Task Knowledge 155
4.4.1 Task Knowledge Development in Macro-perspective 157
4.4.2 Task Knowledge Development in Micro-perspective 162
4.4.3 Task Knowledge Development in Reflection Journals 166
4.4.4 Task Knowledge Development in Verbal Protocols 180
4.4.4.1 Baseline Control Group (BCG) 181
4.4.4.2 Comprehension Strategy Group (CSG) 191
4.4.4.3 Low Mediation Group (LMG) 199
4.4.4.4 High Mediation Group (HMG) 210
4.5 The Development of Strategy Knowledge 222
4.5.1 Overall Strategy Knowledge Development 224
4.5.2 Specific Strategy Knowledge Development 229
4.5.3 Strategy Knowledge Development in Verbal Protocols 238
4.5.3.1 Baseline Control Group (BCG) 242
4.5.3.2 Comprehension Strategy Group (CSG) 249
4.5.3.3 Low Mediation Group (LMG) 254
4.5.3.4 High Mediation Group (HMG) 261
CHAPTER V DISCUSSIONS 267
5.1 The Development of Metacognitive Awareness 267
5.1.1 The Development of L2 Listeners’ Overall Metacognitive Awareness 267
5.1.2 The Development of Five Factors of MALQ 269
5.2 The Development of L2 Listening Comprehension 271
5.3 The Development of Person Knowledge 272
5.3.1 The Development of Person Knowledge in MALQ 272
5.3.2 The Development of Self-efficacy Beliefs 274
5.4 The Development of Task Knowledge 276
5.5 The Development of Strategy Knowledge 280
CHAPTER VI CONCLUSION 283
6.1. Main Findings of the Study 283
6.2. Implications 285
6.3. Limitations and Suggestions for Further Research 288
REFERENCES 290
APPENDICES 315
ABSTRACT IN KOREAN 339

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