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Cooperative learning and metacognitive awareness in listening comprehension
Author
Haridas Pushpalalitha
Supervisor
Goh, Christine Chuen Meng
Abstract
This study explored the effects of cooperative learning on primary school pupils’ metacognitive knowledge and reported strategy use in listening comprehension. Data was retrieved from two groups of primary five pupils who belonged to the high ability group through two instruments namely, the Metacognitive Awareness Listening Questionnaire (MALQ) and the reflective journals. Vandergrift’s Metacognitive Cycle (2004) was incorporated into the traditionally carried out listening comprehension lessons in order to explore the effects of cooperative learning on the pupils’ metacognitive awareness and reported strategy use. In analysing the learners’ metacognitive knowledge and reported strategy use, Wenden’s framework on Metacognitive Knowledge (1991) (which is based on Flavell’s (1979) definition of metacognitive knowledge) and Vandergrift’s framework on Listening Comprehension Strategies (1997) were applied. Enhancements in the form of the reported strategy use (metacognitive and cognitive strategies) had been recorded by the experimental group. In terms of the differences between the control and experimental groups in their employment of metacognitive knowledge, the experimental group reported more use of strategic and person knowledge, though the focusing abilities and attention span of the pupils had been affected to a certain extent as a result of the intervention. Various similarities and differences have been noted between the control and experimental groups in relation to the metacognitive knowledge, namely, person, task and strategic knowledge. Positive as well as negative feedback in relation to the attitude of the pupils from the experimental group towards the use of cooperative learning in the listening comprehension lessons have also been gathered.
Date Issued
2008
Call Number
LB1065 Har
Date Submitted
2008