The effect of CALLA on promoting listening comprehension and metacognitive awereness of 11th grade ESL students at a public high school in Nabatyeh (Record no. 20022)

MARC details
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Harb, Daoud
Miscellaneous information Master’s degree in TESL
245 14 - TITLE STATEMENT
Title The effect of CALLA on promoting listening comprehension and metacognitive awereness of 11th grade ESL students at a public high school in Nabatyeh
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 126 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The main intent of this study was to investigate the effect of implementing the Cognitive Academic Language Learning Approach (CALLA), an instructional strategic sequence of five phases, on the English listening skills of 11th grade students in a Lebanese official high school. It also sought to identify differences in metacognitive strategy awareness between low and high proficient listeners. In a regular class environment, this eight-month study was conducted with eighty participants, divided into two groups, control and experimental. The treatment was through listening activities following CALLA instructional sequence and covering the topics of the 11th grade curriculum. Following a quasi-experimental design, quantitative data were collected using pre- and post-tests and an end-of-experiment Metacognitive Awareness Listening Questionnaire (MALQ). Results showed that the impact of CALLA on the listening comprehension of participants of the experimental group was statistically significant. Also, listeners in the experimental group and high proficient listeners in this study presented a high metacognitive level of awareness. Furthermore, it was inferred that listeners with higher degrees of metacognitive awareness were better at processing, storing new information and finding the best ways to practice and reinforce what they had learned. It was shown that struggling listeners could effectively benefit from strategy instruction as well. The results of this study could have some implications for students, teachers, syllabus designers and EFL text book designers.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Nabatieh
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Nabatieh
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element النبطية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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