Learner Reflections: Metacognitive Knowledge Approaches in L2 Listening Instruction

Author:

Madarbakus-Ring NaheenORCID

Publisher

Springer Science and Business Media LLC

Reference44 articles.

1. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

2. Chen, C. W. (2016). Listening diary in the digital age: Students’ material selection, listening problems, and perceived usefulness. JALT CALL Journal, 12(2), 83–101. https://files.eric.ed.gov/fulltext/EJ1112424.pdf

3. Chen, C. W. Y. (2019). Guided listening with listening journals and curated materials: A metacognitive approach. Innovation in Language Learning and Teaching, 13(2), 133–146. https://doi.org/10.1080/17501229.2017.1381104

4. Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 1–13. https://uwe-repository.worktribe.com/preview/937606/Teaching%20

5. Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and Language), 4(1), 35–50. https://files.eric.ed.gov/fulltext/ED509339.pdf

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