Citations (43)
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Read on this site (12)
Hossein Bozorgian & Esmat Shamsi. (2023) A REVIEW OF RESEARCH ON METACOGNITIVE INSTRUCTION FOR LISTENING DEVELOPMENT. International Journal of Listening 0:0, pages 1-16.
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Kozo Yanagawa. (2023) The role of bottom-up strategy instruction and proficiency level in L2 listening test performance: an intervention study. Language Awareness 0:0, pages 1-22.
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Hui-chia Judy Shih & Sheng-hui Cindy Huang. (2022) EFL learners’ metacognitive development in flipped learning: a comparative study. Interactive Learning Environments 30:8, pages 1448-1460.
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Eiko Gyogi & Vivian Lee. (2022) Multimodality in translation: a look into EFL and JSL classrooms. Language Awareness 31:2, pages 232-249.
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Özlem Güneş. (2022) Failure attributions and metacognitive awareness of EFL learners. Language Awareness 31:1, pages 53-72.
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Alan Huang. (2020) The dialogical nature of language use in interactive listening: revisiting meaning in context. Language Awareness 29:1, pages 21-40.
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Stéphanie Roussel, Brigitte Gruson & Jean-Philippe Galan. (2019) What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension?. International Journal of Listening 33:1, pages 39-52.
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Neda Mahdavi & Mowla Miri. (2019) Co-Shaping Metacognitive Awareness and Developing Listening Comprehension through Process-Based Instruction. International Journal of Listening 33:1, pages 53-70.
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Majid Farahian & Farnaz Avarzamani. (2018) The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education 5:1.
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Christine C.M. Goh & Guangwei Hu. (2014) Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness 23:3, pages 255-274.
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Zhoulin Ruan. (2014) Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness 23:1-2, pages 76-91.
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Jeremy Cross. (2011) Utilizing dialogic recalls to determine L2 listeners' strategy use. Innovation in Language Learning and Teaching 5:1, pages 81-100.
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Limei Zhang, Xiaoqin Yu & Christine CM Goh. (2022) Improving Performance and Metacognitive Awareness in Listening through Metacognitive Instruction for Chinese Language Learners. RELC Journal, pages 003368822211296.
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Manfred Man-fat Wu. (2021) The Social Nature of Second Language Metacognition. The Asia-Pacific Education Researcher 31:5, pages 499-506.
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Muhammed Fatih Gökmen. 2022. Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education. Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
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Ebrahim Fakhri Alamdari & Hossein Bozorgian. (2022) Gender, metacognitive intervention, and dialogic interaction: EFL multimedia listening. System 104, pages 102709.
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Angelina Van Dyke & William R. Acton. (2022) Spontaneous classroom engagement facilitating development of L2 pragmatic competence. Pedagogical Linguistics 3:1, pages 1-28.
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Mohammad Ahmadi Safa & Fateme Motaghi. (2021) Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development. Language Teaching Research, pages 136216882110218.
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Pengyun Chang & Lawrence Jun Zhang. (2021) A CDST Perspective on Variability in Foreign Language Learners’ Listening Development. Frontiers in Psychology 12.
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Seda KIVRAK & Pınar GİRMEN. (2020) Üstbiliş Stratejilerine Dayalı Dinleme Etkinliklerinin İlkokul Dördüncü Sınıf Öğrencilerinin Dinlediğini Anlama Becerilerine EtkisiImpact of the Metacognitive Strategies Instruction on Listening Comprehension Skills of Fourth Grade Students in Primary School. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 4:4, pages 325-343.
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Michael Yeldham. (2019) Developing a framework for investigating L2 listeners’ longitudinal development. International Review of Applied Linguistics in Language Teaching 57:2, pages 235-263.
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Sukanya Tanewong. (2018) Metacognitive Pedagogical Sequence for Less-Proficient Thai EFL Listeners: A Comparative Investigation. RELC Journal 50:1, pages 86-103.
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Nga Ngo. (2019) Understanding the impact of listening strategy instruction on listening strategy use from a socio-cultural perspective. System 81, pages 63-77.
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Yuah V. Chon & Tacksoo Shin. (2019) Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences 70, pages 62-75.
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Suzanne Graham. (2016) Research into practice: Listening strategies in an instructed classroom setting. Language Teaching 50:1, pages 107-119.
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Lauren J. Kelly. (2015) ‘Does the mirror speak my language?’ A Comparison of L1 and L2 Student Reflections on Their Experiences in a Small-group Writing Tutorial. RELC Journal 47:2, pages 229-243.
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Weili Wang. (2015) Learning to Listen: The Impact of a Metacognitive Approach to Listening Instruction. The Asia-Pacific Education Researcher 25:1, pages 79-88.
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Ying Wang. 2015. International Perspectives on English as a Lingua Franca. International Perspectives on English as a Lingua Franca
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Mansoor Fahim & Ebrahim Fakhri Alamdari. (2014) Exploring the effect of the model of metacognitive instruction on the listening performance of EFL learners. International Journal of Research Studies in Language Learning 1:1.
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이진영 & Chung-Hyun Lee. (2012) Students’ Perspectives and the Effectiveness of Blended Learning in L2 Listening at University Level. Multimedia-Assisted Language Learning 15:1, pages 59-89.
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Suzanne Graham. (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes 10:2, pages 113-117.
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