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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 英語聽力策略與學習成效 ; Implementing Listening Strategies in EFL Classrooms 朱惠貞; CHU, HUI-CHEN. - 2022 Abstract: 本研究旨在探討三種聽力教學策略(認知策略、後設認知策略、合作策略)介入後對學生聽力學習成效之影響。研究對象為高雄市某公立小學六年級學生共28人。學生於實驗進行前參加GEPT英文聽力前測測驗，並依前測分數將學生分為實驗組15位與對照組13位後進行獨立樣本t檢驗。檢驗結果顯示兩組間無顯著差異。而後，進行為期15週的實驗教學，再以GEPT英文聽力後測測驗成績，進行相依樣本t檢驗。分析結果顯示聽力教學策略介入後對實驗組有顯著的成效，尤其是前測分數較低的學生更有明顯的進步；由此推論此三種聽力教學策略具有教學上的重要參考價值。本研究建議後續研究者，可思考增加研究對象人數以及更多元的聽力教學策略與運用。 ; This study aimed to discuss the learning effectiveness to students who were introduced with three types of teaching techniques in listening sector which are known as cognitive strategy, metacognitive strategy and social strategy. The study was undertaken by 28 sixth grade students from a public elementary school in Kaohsiung City. All participants were set to take GEPT English listening test as the pre-test scores before the experiment was performed. According to the pre-test scores, the participants were divided into two groups, fifteen were assigned to an experimental group and thirteen were appointed to control group. The independent t-test was then performed to both groups. The initial results return with minor difference between two groups. Therefore, a 15-week listening strategy instruction was introduced to designated group, and the results of the second GEPT English listening as post-test were used to perform on an independent t-test for comparison. As a result, this demonstrated that the listening strategy of instruction intervention had positive effect for the participants according to their post-test scores. It is also worth metioning that participants whom initally scored lower marks had now progressed with the improve grades. It can be seen these three types of teaching techniques as a valuable reference in teaching. Therefore, this study suggested that forthcoming researchers should take consideration in increasing the number of participants and diversifying teaching strategies and applications. Keyword: listening strategies instruction;listening comprehension;cognitive strategy;metacognitive strategy;social strategy; 聽力教學策略;聽力理解;認知策略;後設認知策略;合作策略 URL: http://140.127.82.166/bitstream/987654321/21134/1/110NPTU0238002-003.pdf http://140.127.82.166/handle/987654321/21134 BASE Hide details 2 Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension Salehomoum, Maryam. - : eScholarship, University of California, 2018 In: Salehomoum, Maryam. (2018). Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/7dc409nn (2018) BASE Show details 3 Perceptions and Patterns of Reading Strategy Use as Related to Reading Achievement and Learning Contexts of U.S. Hispanic English Learners Mayville, Melissa Tovar. - 2015 BASE Show details 4 Raising the comprehension skills of Thai tertiary readers of English through strategies-based instruction Akkakoson, Songyut. - : University of Otago, 2011 BASE Show details 5 Metacognitive strategy teaching in the ESL oral classroom: ripple effect on non-target strategy use Lam, Wendy Y. K.. - : Monash University ePress, 2010 BASE Show details 6 The Effect of Teaching Cognitive and Metacognitive Strategies on Reading Comprehension Ability Mohammad Ali Torabi; Elham Gholinia In: Journal of Applied Linguistics, Vol 4, Iss 8, Pp 208-227 (2010) (2010) BASE Show details 7 An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy Ness, Bryan, 1976-. - : University of Oregon, 2009 BASE Show details 8 Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment Mohsen Mahdavi; Majid Mehrabi In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias BASE Show details 9 Metacognitive Strategy Instruction as a Means to Improve Listening Self- Efficacy among Iranian Undergraduate Learners of English Maryam Rahimirad In: http://www.e-iji.net/dosyalar/iji_2015_1_9.pdf BASE Show details

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