Effects of Mobile‐Assisted Language Learning (MALL)‐Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness.
Background Study: In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production. Object...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 19 |
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| Autores principales: | , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234222&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234222 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234222 188234222 188234222 10.1111/jcal.70125 188234222 ppf: 1 ppct: 18 formats: tig: atl: Effects of Mobile‐Assisted Language Learning (MALL)‐Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness. aug: au: Peng, Changhong Gu, Weixing Jiang, Liping affil: Department of Foreign Languages, Shanghai University of Finance and Economics Zhejiang College, Jinhua Zhejiang,, China sug: subj: Mobile Applications English as a Second Language Education Skill Acquisition Listening Reading Cognition Faculty, Medical Students, Undergraduate Psychosocial Factors Outcomes of Education Human China Funding Source Clinical Trials Quasi-Experimental Studies Comparative Studies Students, College Communication Skills Descriptive Statistics Questionnaires Scales Post Hoc Analysis Pretest-Posttest Control Group Design Conceptual Framework Empirical Research Problem Solving Psychometrics Reliability and Validity Content Validity Data Analysis Software T-Tests Coefficient alpha ab: Background Study: In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production. Objectives: Therefore, the primary objective of this study was to investigate the general and specific effects of Mobile‐Assisted Language Learning (MALL)‐delivered explicit Metacognitive Intervention (MI) on Chinese undergraduate students' receptive skills in listening and reading, as well as their metacognitive awareness of this intervention. Methods: A semester‐long quasi‐experimental research design was employed. Sixty‐two out of the 75 intermediate‐level Chinese college students majoring in International Business, who studied English as one of their university courses, participated in the study. They were from two intact classes with relatively homogeneous English proficiency at the intermediate level, as determined by a CET‐4 pre‐test and aligned with the Common European Framework of Reference (CEFR B1). The experimental group (n = 30) received MALL‐delivered explicit MI, while the control group (n = 32) was taught using the MALL‐delivered conventional instructional approach. Instruments used for data collection included the CET‐4, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Metacognitive Awareness Reading Strategies Inventory (MARSI). Results: After applying the Holm‐Bonferroni correction for multiple comparisons, the experimental group demonstrated statistically significant improvements in overall listening and reading performance, including the Short News and Passage sections in listening, as well as all major dimensions of metacognitive awareness except Mental Translation. Furthermore, the group significantly outperformed the control group in overall reading post‐test scores. Conclusions: MALL‐delivered explicit MI demonstrates potential as an effective approach for enhancing students' receptive skills, particularly in reading, and for significantly improving their metacognitive awareness of listening and reading strategies. The statistically post‐intervention gains, observed even after applying Holm–Bonferroni correction, underscore the pedagogical potential of integrating mobile technologies with strategy‐based instruction. These findings suggest that educators should adopt MALL‐delivered explicit MI to empower students to actively shape their learning experiences. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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