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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-07-30编辑:vicky点击率:57
论文字数:论文编号:org202407291047511343语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇初中英语教学论文,本文选取南充市某中学初三年级的两个班学生作为研究对象。两班为平行班,英语听力水平持平,男女比例相当。研究共涉及80名学生,其中对照班42人,实验班38人。
Linguist Vandergrift (2006) used metacognitive theory as the cornerstone of his work, and after repeated tests and revisions, he designed a listening questionnaire for metacognitive awareness that is both concise and practical. The purpose of this questionnaire is to help students focus more on how they comprehend the listening content and how their personal awareness shifts as they listen. The development of a metacognitive instructional sequence for listening training was pursued by Vandergrift (2007). After that, Vandergrift and Tafaghodtari (2010) implemented metacognitive listening instruction in an experimental class, with French learners as the subjects of the study, and implemented metacognitive listening instruction in the experimental class. After one semester of comparison, it was found that the learners in the experimental class had significantly higher levels of listening comprehension than those in the control class. This result fully proved that students’ listening comprehension was significantly improved. In addition, Thompson also pointed out in 2012 that in order to improve students’ motivation and self-confidence, it can be achieved by developing learners’ metacognitive awareness.
Chapter 3 Methodology ............................... 29
3.1 Research Questions ............................ 29
3.2 Research Design ..................................... 30
Chapter 4 Results and Discussion ............................. 45
4.1 Results and Discussions of Questionnaires .......................... 45
4.1.1 Reliability Analysis of the Questionnaire ............................... 45
4.1.2 Analysis of the Results of the Metacognitive Strategies Questionnaire ................. 49
Chapter 5 Conclusion ....................................... 67
5.1 Major Findings ..................................... 67
5.2 Implications of the Study ............................... 70
Chapter 4 Results and Discussion
4.1 Results and Discussions of Questionnaires
4.1.1 Reliability Analysis of the Questionnaire
4.1.1.1 Reliability Analysis
To ensure that the reliability of the questionnaire is effectively assessed, the widely used Cronbach’s alpha value was used as a measure in this study. The value of this indicator ranges from 0 to 1. When the Cronbach α value is lower than 0.6, it means that the questionnaire may have some problems and cannot fully meet the needs of the subsequent research, so it is necessary to optimize the survey questions to improve its quality. In this process, this study analyzed the internal reliability of the questionnaire with the help of SPSS27.0 software to strengthen its internal consistency and ensure that the data of the questionnaire can truly and accurately reflect the actual situation of the research subjects. As shown in Table 4.1, this study comprehensively assessed the reliability of the questionnaire through detailed data analysis, laying a solid foundation for the in-depth development of the subsequent study.
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