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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students’ annotations over 10 sessions, and a post-questionnaire, this study reveals that self-annotation interventions improve students’ comprehension, confidence, and motivation. Both higher- and lower-level students demonstrated improved L2 listening test scores

compared to the control group, with the former generating more analytical self-annotations and achieving more statistically significant progress. The thematic analysis of students’ self-annotations identified recurring patterns that can inform effective listening instruction, while also enabling students to recognize and correct their mistakes, as well as receive cognitive and affective support. This study emphasizes the importance and feasibility of incorporating self-annotation in high school EFL listening classrooms, making students’ reflection processes observable and actionable, and providing recommendations for effective metacognitive interventions.

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권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 목차
Facilitating incidental vocabulary learning : the effects of bimodal presentation and lexical elaboration Kichan Park p. 3-30

Enhancing L2 listening proficiency and metacognitive awareness through self-annotation in high school EFL Hyeyoung Jung p. 31-59

Longitudinal relations between interest and self-efficacy in L2 English learning Youngkyo Oh p. 61-97

Improving English speaking skills in a college general English course using metacognitive strategies Myeong Hee Shin p. 99-121

Korean university students’ prompt literacy training with ChatGPT : investigating language learning strategies Thomas Dillon p. 123-157

(The) effect of feedback types on learner engagement and L2 writing development Yoonkyeong Bae, YeonJoo Jung p. 159-180

Difficulties and social marginalization of native English-speaking professors in university English programs Seongyoun Hong, Hyun-Jin Kim p. 181-206

Evaluation on the application of factor analysis method in the field of English education in Korea Myunghwan Hwang, Soyeon Kim, Hyejin Kim, Joohee Han, Hee-Kyung Lee p. 207-249

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기사명 저자명 페이지 원문 기사목차