Nghiên cứu hành động về việc sử dụng hoạt động nghe siêu nhận thức để cải thiện khả năng nghe hiểu của sinh viên năm thứ nhất không chuyên tiếng Anh

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Tác giả: Thị Bảo Hương Đinh, Diệu Hương Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.43-67

Bộ sưu tập: Metadata

ID: 341219

Thêm vào giỏ Liên kết toàn văn

Dự án nghiên cứu hành động được thực hiện với mục đích tìm hiểu việc can thiệp sư phạm của giáo viên khi sử dụng các hoạt động nghe siêu nhận thức có thể cải thiện khả năng nghe hiểu của sinh viên không chuyên tiếng Anh và những hoạt động này ảnh hưởng thế nào đến nhận thức của họ về việc sử dụng các chiến lược này khi thực hành nghe. Để thu thập dữ liệu, nhóm nghiên cứu đã sử dụng bảng câu hỏi, bài kiểm tra đầu khóa, cuối khóa và nhật kí học tập của sinh viên. Dự án nghiên cứu đã tìm ra hai kết quả nổi bật. Về điểm kiểm tra, điểm nghe hiểu của sinh viên có cải thiện nhất định sau can thiệp sư phạm. Ngoài ra, dữ liệu từ nhật ký của sinh viên đã chứng minh một số ví dụ về kiến thức siêu nhận thức mở rộng về nghe, được phản ánh thông qua ba yếu tố: (1) nhận thức về bản chất của việc nghe (kiến thức về nhiệm vụ), 2) động lực cải thiện và khả năng sự cộng tác tốt hơn của sinh viên (kiến thức cá nhân), 3) nhận thức về tầm quan trọng của việc lập kế hoạch/ dự đoán (kiến thức chiến lược), và khả năng của tự đánh giá (kiến thức về chiến lược). Kết quả đạt được từ dự án nghiên cứu này có ý nghĩa đối với các giảng viên ngôn ngữ, nhà phát triển tài liệu và các chuyên gia khác trong lĩnh vực học tập và đánh giá ngôn ngữ.The action research project was conducted with the aim of exploring if the use of the metacognitive listening activities could improve non-English majored students’ listening comprehension and how students’ metacognitive knowledge about listening was affected. To collect data, the researchers used a questionnaire, pre-test, post-test and students’ journals. The questionnaire data showed a lack of students’ listening strategies, thus highlighting the need to conduct the action research project. In terms of the test score, students’ listening comprehension scores improved after the integration of the metacognitive listening activities. In addition, the data from students’ journals demonstrated a number of examples of broadened metacognitive knowledge about listening, which were reflected through three elements: (1) the awareness of the nature of listening (task knowledge), 2) greater motivation and better ability to work collaboratively (personal knowledge), and 3) the awareness of the importance of planning/prediction and making self-evaluation (strategy knowledge). A number of implications based on the main findings were then given to language instructors, materials developers, and others in the field of language learning and assessment.

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