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Título :	Effects Of Metacognitive Instruction on Listening Comprehension Development In Efl a2 Learners of An Ecuadorian Public University
Autor :	Aviles Maloncy, Fatima Mariscal Touzard, Laura Iliana Montero Martínez, Paola María
Palabras clave :	ENGLISH LENGUAGE - RHETORIC LITERATURE REVIEW RESEARCH METHODOLOGY COMPRESIÓN ORAL Y AUDITIVAS
Fecha de publicación :	26-mar-2017
Editorial :	Espol
Citación :	Mariscal Touzard, Laura Iliana; Montero Martínez, Paola María (2016). Effects Of Metacognitive Instruction on Listening Comprehension Development In Efl a2 Learners of An Ecuadorian Public University. Trabajo final para la obtención del título: Master In Teaching English As A Foreign Language. Espol. Fcsh, Guayaquil. 103 p.
Descripción :	This action research study investigates the effects of metacognitive listening strategy instruction on a2 efl learners’ listening comprehension development of an ecuadorian public university. participants chosen from a purposeful sample (n=100) came from four a2 classes (“basic b courses”) taught by both researchers. The experimental group (n=45) listened to four texts using a metacognitive strategy instruction (planning, evaluation, problem-solving, directed attention, person knowledge, translation). The control group (n=55) listened to the same texts without the application of a metacognitive listening strategy instruction. the study lasted four weeks (2 hours a week of instruction). Quantitative and qualitative data were collected through the use of a preand post-listening tests, metacognitive awareness listening questionnaire (malq), and personal interviews. The purpose of this study is to verify if after this instruction
URI :	http://www.dspace.espol.edu.ec/xmlui/handle/123456789/38401
Aparece en las colecciones:	Tesis de Maestría en Enseñanza de Inglés como Lengua Extranjera

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