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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

참고문헌 (55건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
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18 Goh, C. C. M. (2008). Metacognitive instruction for second language listening development:Theory, practice and research implication. RELC Journal, 39(2), 188-213. 미소장
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23 Hamp-Lyons, L. (2006). Feedback in portfolio-based writing courses. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 140-161). Cambridge, England: Cambridge University Press. 미소장
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26 Kissling, E. M. (2018). Pronunciation instruction can improve L2 learners’ bottom-up processing for listening. The Modern Language Journal, 102(4), 653-675. 미소장
27 Lam, R. (2013). Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback. Assessing Writing, 18(2), 132-153. 미소장
28 Lam, R., & Lee, I. (2010). Balancing dual functions of portfolio assessment. ELT Journal, 64(1), 54-64. 미소장
29 Lee, J. (2011). Comment on comment: The effectiveness of student annotations and teacher feedback in L2 business writing. Korean Journal of English Language and Linguistics, 11(3), 547-575. 미소장
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37 Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161. 미소장
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45 Song, B., & Kim, T. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65, 90-103. 미소장
46 Storch, N., & Tapper, J. (1996). Patterns of NNS student annotations when identifying areas of concern in their writing. System, 24(3), 323-336. 미소장
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49 Vandergrift, L. (1998). Successful and less successful listeners in French: What are the strategy differences? The French Review, 71(3), 370-394. 미소장
50 Vandergrift, L. (2003). Orchestrating strategy use: Towards a model of the skilled L2 listener. Language Learning, 53(3), 463-496. 미소장
51 Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening:Metacognition in action. New York: Routledge. 미소장
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53 Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. 미소장
54 Yang, J., & Kang, M. (2020). Application of a self-annotated transcription task in an EFL listening context. Modern English Education, 21(3), 37-47. 미소장
55 Yeh, S., Lo, J., & Chu, H. (2014). Application of online annotations to develop a web-based Error Correction Practice System for English writing instruction. System, 47, 39-52. 미소장

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