Metacognitive instruction using Web 2.0 technologies in an adult ESL speaking course
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Te purpose of this study was to explore how a metacognitive instructional design using Web 2.0 technologies can improve adult students’ metacognition and speaking skills in a university-based English as a second language (ESL) speaking course. We applied metacognitive instructions in four steps—speech recording, transcribing, peer evaluation, and reﬂection writing—in a classroom with 30 internationalstudents for a semester. We found that our design, which allows students to reﬂect on English knowledge both individually and collaboratively,helped them to improve their metacognition and speaking skills. In particular, recording their English speaking and interactive reﬂections on transcriptions using VoiceTread and Google Docs played an important role in enhancing students’ speaking skills by providingthem with metacognitive experiences. We argue that ESL teachers need to consider actively incorporating metacognitive and interactively reﬂective aspects in their instructions for speaking English using web-based tools outside of a classroom setting.
Journal of research and practice for adult literacy, secondary, and basic education
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