College students’ metacognitive strategy use in an EFL flipped classroom

Hui chia Judy Shih, Shenghui Huang

Research output: Contribution to journalArticle

Abstract

This study examines EFL students’ metacognitive strategy use in a university flipped classroom and the underlying factors of metacognitive strategy use. The participants in our study were students enrolled in an elective English course at a university in Taiwan, where they had to watch online course videos outside of class and participate in activities that required knowledge application. Students’ metacognitive strategy use and factors affecting their use were elicited through written accounts, class observations, and semi-structured interviews. Findings show that factors affecting their metacognitive strategy use include students’ expected learning outcome and peer learning. Students’ greater control over learning in a flipped classroom context further facilitates their metacognitive strategies. Finally, possible directions for metacognitive instruction are discussed.

Original languageEnglish
JournalComputer Assisted Language Learning
DOIs
Publication statusPublished - 2019 Jan 1

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Students
classroom
student
learning
university
Taiwan
video
EFL Classroom
Strategy Use
College Students
instruction
interview
knowledge
Learning Outcomes
Peers
Online Courses

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

Cite this

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College students’ metacognitive strategy use in an EFL flipped classroom. / Shih, Hui chia Judy; Huang, Shenghui.

In: Computer Assisted Language Learning, 01.01.2019.

Research output: Contribution to journalArticle

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